


4^ *>;>, '. 







?• iQ^_ 



' 0^ 























■?^„< .v'^^i^'- o-^v* -'jm^>^\ '■^i.^'t «, 




.V " ^ 








I 




Class jE^^:z 

■1. 
Book >/. ^4.yi 

CopightN" 



COPYRIGHT DEPOSIT. 



A TOPICAL ANALYSIS 

OF 

American History 

AND GOVERNMENT 

WITH 

LIBRARY REFERENCES 



FOR 




TEACHERS AND PUPIES 




BY 




(Mr.) JESSE LEWIS, A. B. 




Professor of History, State Normal 


School 


Mayvieee, N. Dak. 




) 5 > J 5 D "■ 


i^' VJ y\ 


"^JV •'.,. ',,o'«^ 


,' ^^■',* ] \\^ 



A. FLANAGAN COMPANY 

CHICAGO NEW YORK 



THF LIBRARY QP 
CONGRE»$, 

"'"a«) CfJP»tt fUoStVED 

NOV. t^ tf^ft? 

nt.ASft^cVXc Mo, 
COPY B. 



Copyright, 1902, by 
JESSE I.EWIS 



INTRODUCTION. 

THE IMPORTANCE OF A MANUAL IN THE STUDY OF 

HISTORY. 

The busy teacher and the inexperienced student 
need some kind of aid in the assignment and prepa- 
ration of the history lesson. The time has passed 
for the study of but a single text. A good text, sup- 
plemented with a few good reference books, is the 
later and better way to study history. The library 
work adds interest to the recitation and makes his- 
tory a live subject. The student learns that his text 
is a mere outline, and that no one book, or set 
of books, contains all that is to be learned. 

By the use of a good reference library, the class 
does not have to sit and listen to the same account 
from one small text, but each pupil adds what he 
has found in his investigation. 

TOPICS, QUESTIONS AND REFERENCES. 

The topical analysis is meant to be suggestive 
rather than exhaustive, and is intended to stimulate 
thought and investigation. 

Such topics and questions as do not seem suitable 
to the class may be omitted, and others may often 
be added. Students should learn to think history, 
and not make it mere memory work. The topics 
and suggestions in this manual have been tested by 
the author in both the High School and the Normal 
School, with excellent results. 

The smaller, but most helpful, books are given cs 
references; the most helpful under a given topic are 
generally printed in italics. 

It will soon be discovered by the student that no 
one book is best on every topic, and that the best 
results are obtained by consulting several books in 
the preparation of a lesson. 



GEOGRAPHY AND MAPS. 

History can not be made a reality if the geog- 
raphy is unknown, hence, special attention is given 
to this phase of the work. If the best results are to 
be secured, the map work must not be neglected. It 
saves time to use the printed outline map, and the 
work is more satisfactory. Use colored pencils. 

SPECIAL TOPICS. 

Suggestive topics for individual investigation are 
given at the end of important periods, and will add 
much to the efficiency and interest of the work. 

Here is a good opportunity to make use of the 
larger works and the sources, which will give 
reality and vitality to the study. 

HELPS FOR THE TEACHER. 

The teacher should read such works on method as 
Hinsdale's How to Study and Teach History, 
Mace's Method, Kemp's Method, Report of the 
Committee of Seven, and the instructions for 
teachers given in the best text books. It is better to 
obtain suggestions from a number of authors than 
follow one. 

EIGHTH GRADE WORK. 

This manual can be used by eighth grade pupils 
by omitting the more difficult topics and questions 
and using the smaller reference books, especially the 
different texts. 

BOOKS REFERRED TO. 

The books referred to in this manual have been 
found, by actual test in the schoolroom, to be the 
most helpful for secondary schools, and it is believed 
that several copies of a few of the best smaller 
reference books will give better results than single 
sets of the large and more expensive histories. 

Terre Haute, Ind.. vSept. 1. 1902. 



A TOPICAL ANALYSIS 

OF 

AMERICAN HISTORY 

AND GOVERNMENT. 



Geography and History. 

I. The geographical influences affecting American 

history. 

1. Surface and soil. 

2. Climate and rainfall. 

3. Harbors and rivers. 

4. Natural resources. 

5. Adaptability of the continent to a variety 
of industries. 

6. Distance from other countries. 

II. The effect of the above characteristics upon the 

early institutional life of the people. 

III. Contrast the Atlantic and Pacific Slopes and 

determine which was better adapted for 
early colonization. 

IV. Describe the Natural Highways into the interior 

and show how related to the growth of the 
Nation. 

References — -Montgomery's L. F., 39-40. Channing's Students, 
1-18. Thwaites, ch. i. Fisher's Col. Era, ch. i. 
Hinsdale's O. N.W., 1-5. Johnston's H. S., Map 1. 
Thomas, xiv-xvi. Hinsdale's How to Study and 
Teach History, ch. xv. Doyle i., 5-8. Shaler, in 
Winsor, Narrative and Critical History, chs. i-iii. 



6 TOPICAL ANALYSIS. 

Ancient America. 

I. The antiquity of man in America. 

1. Evidences of the eariy existence of man in 
America. 

2. Origin of man in America — the different 
theories. 

II. The native races. 

1. The inhabitants of Mexico and Peru. 

a. Of what race. 

b. Character of their civilization. 

c. The superiority of the inhabitants of 
Peru. 

d. Remains of their civiHzation. 

2. Pueblos and Cliff- Dwellers. 

a. Their home. 

b. Their civilization. (Fisher, 5-G.) 

3. The Mound Builders. 

a. Location and character of the mounds. 

b. Evidences that they were Indians. 

c. Purpose of their mounds. 

d. Relics obtained from the mounds, and 
the story they tell of the builders. 

Ref. — McLaughlin, 1-3; Fiske. 12-14; Fiske's Discovery of America, 
I; 1-2S, 101-143, 140-146, II; 213-246, 294-297, 311-321. 

4. The Indians. 

a. Geographical distribution. 

b. Evidences of their Asiatic origin. 

c. Characteristics common to all tribes. 
(1) Personal appearance. 



THE INDIANS. 



(2) Manners and customs. 

(3) The totem, wigwam, weapons, 
wampum. 

(4) Pursuits of men ; of women. 

(5) Their rehgion and government, 
d. The three principal groups. 

(1) The Algonquin family. 

(a) Number and location. 

(b) Their civilization. 

(c) Principal tribes. 

(2) The Iroquois. 

(a) Number and location — im- 
portance of their location. 

(b) Their characteristics. 

(c) Principal tribes. 

(3) The Muskhogees, or Southern In- 
dians. 

(a) Their home. 

(b) The different tribes. 

(c) Compare with the other two 
groups. 

Ref. — Montgomery's L. F., 40-47" McLatighlin, 3-4; McMaster, 66-9; 
Fiske's Discovery of America, I; 28 ff.; Thwaites, 7-16; 
Fiske's texX, 1-12; Fisher, 5-11; Doyle, I: 9-15; Thomas, 
1-6; Johnston's H. S., 1-2; Sheldon, 51-56; Harper, V: 30-36. 



Special Topics for Individual Work. 

Inhabitants of Mexico, 

Indians. 

Mound Builders. 



TOPICAL ANALYSIS. 



Discovery and Exploration. 

I. Voyagesof the Northmen. \ 

1. The Vikings — their home and settlement j 
of Iceland and Greenland. ! 

2. Leif Ericson's visit to Vinland. ; 

3. The'^vSagas" — their trustworthiness. . 

4. Why of little importance ? : 

Ref. — McLaughlin, 4-6; Montgomery's L. F., 2-4; Fiske's Discovery ] 
of America, I; 148-250; Channing's Student's History, I 
22-44; Sheldon, 6-11; Thwaites Colonies, 21-23; Fiske's i 
History, 19-21; Montgomery's Students, 1-2; Thomas, 6; .; 
Harper's- Cyclopedia, X; 68-80; Hart, etc., i; 28-34; Old < 
South Leaflets, No. si; American Hist. Leaflets, No. 3. ! 

II. 'Influences that led to the discovery of Amer- ^ 

ica. ■ 

1. The Crusades, 1096-1299. \ 

a. Purpose and character of. I 

b. Effect on trade, travel and learning. 'i 

2. Travels of Marco Polo in Asia. I 

a. His book and its value. (Fiske, Dis- \ 
covery, I: 280-6.) ^ 

b. Information of Asia given by Marco ■ 
Polo. (Sheldon, 12-16.) : 

3. Sir John Mandeville's book — its influence. ; 

4. Commerce with the East. '\ 

a. Its character and importance. I 

b. Trade routes and their difficulties (sec \ 
map , Fiske ' s Hist . , 22) . 

c. Rivalry between Venice and Genoa. ■ 

5. Inventions — gunpowder, mariner's com- i 

pass, printing press. 



DISCOVERY AND EXPLORATION. 



6. The Renaissance and its influence. 

7. Fall of Constantinople, 1453 — effect on 
learning and trade. 

8. The Portuguese explorations, 1418-1487. 

a. The desire for a new commercial route 
— causes. 

b. Prince Henry the Navigator. 

(1) His plan to reach the East. 

(2) Exploration of the western coast 
of Africa, and the results. 

(3) Results of Prince Henry's work. 

c. Diaz's discovery of Cape of Good 
Hope, 1487. 

9. The influence of Christianity. 

Ref. — McLaughlin, 6-10; Montgomery's L. F., 4-6; Sheldon, 12-17; 
Fiske's text, 21-25; Channing's Students, 24-25; Thomas, 7; 
OldSotith Leaflets, No. 32; Fiske's Discovery, I: 256-294, 
McMaster, 9-11; Fisher, 12-13; Thwaites, 23-24; Doyle, 
I: 18-19; FHckinger's Civil Government, 34-35; Montgomery's 
Students, 3-4. 

in. Columbus and the Discovery of America, 1492. 

1 . His early life and education . 

2. His experience as a seaman. 

3. His home in Portugal, and its influence. 

4. His plan to reach the East. 

a. Ideas upon which his plan was based — 
source of ideas. 

b. Toscanelli and his letter to Columbus. 

(1) Contents of the letter, and its im- 
portance. 

(2) His chart, and its influence. 



10 TOPICAL ANALYSIS. 

c. Mistaken theories of Columbus, and 
their importance. 

d. Difficulties in the way of carrying out 
his plan. 

5. His efforts to secure aid. 

6. His discoveries. 

a. His first voyage. 

(1) His fleet and crew. 

(2) Incidents of the voyage. 

(3) His success, and its effect. 

b. Other voyages, and his death. 

7. The common belief at the time in regard to 
his discoveries. 

8. Result of his discoveries. 

Ref.— Montgomery's L. F., 6-18, 47-49; McLaughlin. 10-18; Chan- 
ning's Students, 25-31; Sheldon, 3-6, 19-27, 29-31; John- 
ston's H. S., 3-7; McMaster, 11-14; Fisher, 13-14; Thomas, 
9-10; Montgomery's Students, 4-8; Longer accounts: 
Harper's Cyclopedia, I: 112-121; II; 250-257; Fiske's 
Discovery, 1; 335-342, 348-361, 377. 38t, 384-5, 446, 
Fiske's Old Virginia and Her Neighbors, 7-8; Hart, etc., I: 
35-48. 

IV. The Bull of Demarkation, 1493. 

1. Its nature and importance. (McLaughlin, 
24; Fisher, 14-15.) 

V. The Cabot Voyage. 1497. 

1 . Indicate on map coast explored. 

2. Its importance. 

VI. The Naming of America. 

1. Americus Vespucius, 1499. 

2. The name, America, by whom and how 
first used. 



DISCOVERY AND EXPLORATION. 11 

VII. Other Discoveries and Early Settlements — 
Describe, and state importance of each. 

1. Spanish. 

a. Florida, by Ponce de Leon. 

b. Pacific Ocean, by Balboa. 

c. Circumnavigation of the globe. 

d. Conquest of Mexico by Cortez. 

e. Conquest of Peru by Pizarro. 

f. De Soto, and the discovery of the Mis- 
sissippi River, 

g. Coronado's search for the " Seven 
Cities. " 

h. Character of Spanish rule. 

2. French. 

a. Coast explored by Verrazano — indi- 
cate on map. 

b. Cartier, and the St. Lawrence. 

c. The Huguenots' attempt to settle in 
America. 

(1) Cause. 

(2) First attempt at Port Royal, 
1562. 

(3) Settlement in Florida, 1564. 

(4) Destruction of the French colony 
by the Spanish, and the founding 
of St. Auo^ustine, 1565. 



12 TOPICAL ANALYSIS. 

Ref. — Sheldon, 31-41, 46-49; McLaughlin/ 14-24; Montgomery's L. 
F., 18-33; Chanmng's Students, 31-47; Johnston's H. S., 7-10; 
Fisher, 14-22; Thwaites, 24-34; Fiske's text, 30-51; Thomas, 
11-14; Flickinger's Government, 35-40; Montgomery's 
Students, 9-17; Fiske's Discovery, II: 444-481, 504-510; 
Hart, etc., I: 107, 112; Harper's Cyclopedia, II; 64-66, 
17-19, X: see index; Doyle, I: 19-25, 84-88. 

IX. Review — Recite the connected story of the 

discoveries, giving date of each. 

X. Special Topics for Individual Work. 

1. The Northmen. 

2. Commerce between Europe and Asia be- 
fore 1492. 

3. Marco Polo. 

4. Prince Henry the Navigator. 

5. Columbus. 

6. Vasco da Gama. 

7. Conquest of Mexico. 

8. Conquest of Peru. 

9. Other topics. 



The Colonial Period, 1606=1700. 

I. Motives for Colonization. 

1. Motives of the countries sending out colo- 
nies. 

2. Motives of the settlers. 

3. The special motive of each country. 

II. The Different Ideas of a Colony. 

1. The old and narrow view. 



COLONIAL PERIOD. 13 

2. The newer and more liberal view. 

III. The Colonial Policies — Compare. Contrast those 

of Spain, Holland, France and England. 

IV. Conditions in the Seventeenth Century Favora- 

ble for the Planting of Colonies. 

1. Conditions in England; in other countries. 

2. Inducements in America. 

V. Describe briefly the Civilization of Spain, France 

and England at this time. 

1 . What was the character of the institutions 
each country tried to establish in America ? 

2. Which was best suited to transplant to a 
new country? 

3. What new ideas did the English bring with 
them? 

Ref.— Thwaites, 45-55, 65; Doyle, I: 75-77, 101-104; Fiske's 
Beginning of N. E., ch. i; McLaughlin, 24 and foot note, 
28-30, 33-34, Eggleston's Beginners, 73; Hinsdale's Govern- 
ment, 29-30; Fiske's Old Virginia, I: 46-50; Hart, etc., 
I: 145-164; Fisher's Colonial Era, 31 ; Flickinger's Govern- 
ment, 48; Larned's EngHsh History, 248-254. 

VI. Preparation for English Colonization. 

1. The work of the English seamen — Haw- 
kins, Drake, Frobisher, Davis and others. 

2. Attempts at settlement by Gilbert and 
Raleigh, 1579-1587. 

a. Their plan, and the cause of their fail- 
ure. 

b. How related to the permanent settle- 
ment. 



14 TOPICAL ANALYSIS. 

3. The defeat of the Spanish Armada, 1588. 

4. Voyage of Gosnold, 1602. 

Ref.— Montgomery's L. F., 33-39, 51; Sheldon, 41-45; McLaughlin, 
31-32; Fisher, 25-29; Johnston's H. S., 15-17; McMaster, 
26-29; Thomas, 14-16; Fiske, text, 59-64; Doyle, I: 43- 
73, 105; Channinzs Students, 47-53, 59-60. Fiske' s Old 
Virginia, I; 15-40; Thwaites, 36-41, 52; Harper, VII: 
369-374; Montgomery's Students, 18-20, 27. 



The Southern Colonies, 1606=1700. 

VIRGINIA. 

I. Geography of the Southern Colonies. 

1. Describe: the surface, width of Atlantic 
slope, soil, climate, rivers, harbors and 
natural resources, and decide as to influence 
upon the industrial, pohtical, intellectual, 
and social life- of the people. 

2. Determine the advantages and disadvan- 
tages for the different occupations. 

3. Conditions favorable to country life and 
unfavorable to growth of cities and 
towns. 

Ref. — Fisher, 2-4, Map 1; Thwaites, 5-6, 96, Map 1; Montgomery's 
L. F., 39-40, Map between pp. 50-51; Doyle, I: 6; Shaler, 
Nature and Man in America, 230-233; Channing's Students, 
12-14. 

II. James I, and his Policy of Government. 

Ref. — Any English history. 

III. The London and Plymouth Companies. 

1. Of whom composed. 



SOUTHERN COLONIES. 15 

2. Their object. 

3. First Charter, 1606-1609. 

a. Grants of territory — represent on out- 
hne map. 

b. Rights and privileges granted to com- 
pany, to settlers (Thwaites, 68). 

c. Restrictions. 

d. Government of the two colonies. 

(1) Authority exercised by the king. 

(2) Powers given to the Council in 
Virginia. 

e. Church and its effect. 

Note. — This is England's first attempt at coloniza- 
tion . 

Ref.— McLaughlin, 36-37; Sheldon, 57; Montgomery's L. F., 52-53 
Thwaites, 66-69, 108; Fiske's text, 65-67; Fisher, 32-34 
Johnston's H. S., 18-19; Thomas, 19-20; McMaster, 29-30 
Flickinger's Government, 49; Lodge, 1-3, 5-6, 54-57; Doyle, 
I: 108-112, 126; Hinsdale's Government, 30; Fiske's Old 
Virginia, I: 60-67; Harper, V: 467-468; Montgomery's 
Students, 28-29. 

TV. The Settlement of Jamestown, 1607. 

1 . Character of the first settlers — leaders. 

2. Location of Jamestown. 

3. The first summer. 

4. John Smith and his services to the colony. 

Ref. — McLaughlin, 37-40; Montgomery's L. F., 53-57; Sheldon, 58- 
61; Thwaites, 69-71; Lodge, 5-6; Doyle, I: 112-122; 
Fisher, 34-38; Eggleston's Beginners, 25-37; McMaster, 30- 
32; Fiske's text, 67-68, Channing's Students, 61-63; John- 
ston's H. S., 51-53; Montgomery's Students, 29-30; Flick- 
inger's Government, 50; Thomas, 20-21; Cook's Virginia, 
16-26; Harper, V; 119-121; X: 81-89. 



16 TOPICAL ANALYSIS, ^ 

V. The Second Charter of the London Company, ■ 

1609-1612. I 

1 . Reasons for a new charter. j 

2. Changes made. ^5 

a. In the company. 1 

b. In the territory — indicate on outhne ; 
map. ] 

c. In the government. - ■! 

(1) In England. ] 

(2) In Virginia. 

3. The Starving Time — cause. -^ 

4. Governor Dale's Administration. ^ 

a. His reform and the effect. 

b. Character of his rule. ; 

Ref. —lilcLaiighlin, 40-42; McMaster, 32; Montgomery's L. F., 57-58; \ 

Channing's Students, 63-65; Lodge, 7; Fisher, 39-41; Eggles- j 

ton's Beginners, 38-40, 45-48; Doyle, I: 126-141, Isi; ; 

Thwaites, 72; Fiske's Old Virginia, 'l: 144-146, 153-168; ' 

Montgomer^'-'s Students, 30-31. I 

VI. The Third Charter, 1612-1624. \ 

1. Reasons for the change. I 

2. Changes made. : 

a. In the character of the Company. | 

b. In the power of the Company. ' 

c. In the government ' of Virginia up to ' 

1619. ; 

3. Representative government introduced ' 
a. The Great Charter, 1618-1619. ; 

(1) The Puritan influence in the \ 



SOUTHERN COLONIES. 17 

company (Channing's Students, 
65). 

(2) Its meaning. 

(3) Its provisions. 

b. The House of Burgesses. - 

(1) Of whom composed. 

(2) Its part in the government. 

(3) Its im^Dortance. 

c. The General Assembly. 

(1) Of whom composed. 

(2) Its duties and powers. 

(3) Time of meeting. 

4. The written Constitution. 

a. Its provisions. 

b. By whom given. 

c. Its importance. 

Ref. — McLaughlin, 45-48 and footnote 47; Montgomery's L. F., .59- 
60; Thwaites, 73; Montgomery's Students, 31-34; Chan- 
ning's Students, 65-66; McMaster, 33; Fiske's text, 72-73; 
Fisher, 42-43, 4^; Lodge, 9-12; Cook's Virginia, 113-114,152: 
Sheldon, 77-79; Hart, etc., I: 218-225: Doyle, I; 158-160; 
Hinsdale's Government, 31; Fhckinger, 51-52; Eggleston's 
Beginners, 54:-56- Ftskc's Old Virginia, I; 176-190, 243-244. 

5. Cultivation of tobacco. 

a. The beginning of its culture. 

b. Its economic, political and social ef- 
fects. 

6. Introduction of slavery; 1619. 

a. Indented white servants — number and 
character of. 



18 TOPICAL ANALYSIS. i 

b. Negro slavery. '! 

(1) Its introduction. 

(2) Its slow growth — cause. i 
7. The coming of women and their influence. ' 

Ref. — On 5-7: McLaughlin, 43-44; Montgomery's L. F., 58-59, 61-62; i 

Lodge, 64-65, 67-72; Cook's Virginia, 33-40; Montgomery s ! 

vStudents, 32-33, 35-36; Thomas, 22; Fisher, 41-44; Thwaites, i 
74; Eggleston's Beginners. 57, 84-85; Hart, etc., I: 239, 

298, 301; Fz5yfe^'5 Old Virginia, I: 174-177, 231, 188; II; i 

180-203. i 

VII. Royal Government EstabHshed, 1624. 

1. King James's reason for making Virginia ; 

a royal colony. ^ 

.1 

2. Change made in the government. 1 

3. Charles I. and his policy of government. i 

a. Its effect on Virginia. 

b. Character of the government under ; 
the crown. : 

c. Governor Harvey deposed — cause and i 
significance of. \ 

Ref. — McLaughlin, 48-49; Thwaites. 74; Montgomery's L. F., 62; '• 

Channing's Students, 67-68; Fiske's text, 73-74; Thomas, j 

39-40; Lodge, 9-11, 46-49; Doyle, I: 177-182; Fisher, \ 

45-48; Fiske's Old Virginia, I: 217-220; Cook's Virginia, \ 

131-132. ■ 

VIII. Virginia During the Puritan Supremacy in i 

England, 1642-1660. j 

1. Civil war in England and the execution of i 

Charles I. ! 

a. Cause of the war. 1 

b. Significance of the king's execution. 



SOUTHERN COLONIES. 19 

2. Governor Berkeley's rule and the loyalty 
of Virginia. 

3. Government of Virginia under the com- 
monwealth. 

a. Governor Berkeley and the Puritans in 
Virginia. 

b. Navigation acts, 1645-1651. 

(1) Purpose and nature of. 

(2) Results. 

4. The Cavalier exodus, 1649-1660. 

a. Cause. 

b. Character of the Cavaliers. 

c. Cavaliers of the same class as the 
Puritans — show. 

d. Influence of the Cavalier element. 

Ref. — McLaughlin, 49-50; Fiske's text, 74-76; Channing's Student, 
69; Fisher, 48-49; Montgomery's L. F., 63; Students, 37-38; 
Fiske's Beginning of NewEng., 51; Cook's Virginia. 204, 230- 
232; Fiske's Old Virginia, II; 9-18, 25-29, 45; Eggleston's 
Beginners, 344-345; Thwaites, 75-76, 77, 104-105; Lodge, 
14-18. 

IX. Virginia under Charles II. 

1. Berkeley again made governor. 

a. His ideas of a governor and the 
character of his rule. 

b. Laws passed in regard to religion. 

2. Navigation laws made more restrictive. 

a. Changes made. 

b. Effect. 

3. Berkeley's Report, 1671. (Hart, etc., I, 
237.) 



20 TOPICAL ANALYSIS. 

4. Grant to Arlington and Culpepper, 
1763. 

a. Terms of grant. 

b. Action of the colonies. 

5. Bacon's Rebellion, 1676. 

a. Causes. 

b. Its meaning and results. 

Ref.— McLaughlin, 51-53; Thwaites, 78-80, 104-106; Lodge, 22-23 
Fisher, 49-57; Montgomery's L. F., 64-66; Students, 38-41 
Sheldon, 86; Channing's Students, 120-122; Thomas, 40-41 
Doyle, I: 192, 223, 243-252; Fiske's Old Virginia, II: 
46-53; Hart, etc., I; 237-246; Harper, I: 242-244; Cook's 
Virginia. 220-292. 

X. Suggestive Topics for Special Work. 

1. First American Assembly. 

2. England in 1600. 

3. Founding of Jamestown. 

4. John Smith. 

5. Cavaliers. 

6. Bacon's Rebellion. 

7. Virginia under the Commonwealth. 



Maryland, 1632-1700 

I. The Baltimores. 

1. George Calvert — his history. 

a. His interest in colonization. 

b. His motive and attempts at coloniza- 
tion. 

(1) In the North. 



SOUTHERN COLONIES, 21 

(2) In Virginia. 
2. Charter to Cecil Calvert. 

a. Boundaries of land grant — indicate 
on outline map. 

b. Terms of land grant. 

c. Powers conferred upon the proprietor 
— Limitations to his authority. 

d. Rights exercised by the colonists. 

e. Religion. 

(1) The probable understanding as to 
religion. 

(2) Tolerant spirit of the Calverts. 

Ref. — McLaughlin, .54-57; Sheldon, 70-71; Flickinger's Government, 
55-56; Montgomery's L. F., 103-104; Montgomery's Stu- 
dents, 99-100; Thomas, 36-38; Johnston's H. S., 55-56; Mc- 
Master, 34-36; Channing's Students, 71; Thwaites, 81-82 
Lodge, 93-97, 102; Fisher, 62-64; Dovle, I: 275-285 
Fiske's Old Virginia, I; 255-285; especially 269, 279,280 
Eggleston's Beginners, 220-236; Fiske's text, 124-126. 

II. Settlement of St. Mary's, 1634. 

1. Condition of English Catholics. 

2. Instructions given by the proprietor to his 
brother. (McLaughlin, 58.) 

3. Number and character of the first settlers. 

4. Puritans in the colony. 

5. The conflict with Claiborne. 

Ref.— McLaughlin, 57-58; Thomas, 38; Montgomery's L. F., 104; 
Students, 100-102; Thwaites, 82-83; Eggleston's Beginners, 
236-242, 250; Flickinger, 57-58; Hart, etc., I: 247-252. 

III. Government of the Colony. 

1. Character of the government. 



22 TOPICAL ANALYSIS. 

2. The legislature at first. 

3. Growth of the representative system — 
cause. 

4. The dispute as to the right to initiate 
legislation. (Channing's Students, 72.) 

Ref. — McLaughlin, 58-59; Flickinger's Government, 57-58; Thwaites, 
82-83; Fisher, 67; Doyle, I: 276, 281-285; Lodge, 95-99; 
Channing's Students, 72. 

IV. The Toleration Act, 1649. 

1. The different religious beliefs in Maryland. 

2. Character and purpose of the Act. 

Ref. — Montgomery's L. F., 105 and footnote; Students, 101 ; Thwaites 
84-85; McLaughHn. 59; Channing's Students, 72; Doyle, I 
305; Lodge, 96-102; Fisher, 64-65, 68-70; Thomas, 38-39 
Eggleston's Beginners, 242-257; Fiske's Old Virginia, 1 
267, 271, 272, 309-311, 316; Hart, etc., I: 291. 

V. Political and Religious Disturbances, 1652-1658. 

1 . Overthrow of B altimore ' s go vern ment . 

a. Cause, and changes made. 

b. Puritan rule. 

2. Baltimore's rights restored — results. 

VI. Maryland a Royal Province, 1691. Effects. 

Ref.— McLaughlin, 60; Fisher, 70-74; Montgomery's L. F., 105-108; 
Students, 103; Thwaites, 85-87; Fiske's text, 127-129. 



The Carolinas, 1663-1729. 

I. The Country South of Virginia. 

1. Its advantages for settlement. 

2. Early attempts at founding colonies. 



SOUTHERN COLONIES. 2S 

3. First permanent settlements, 1653 and 
1663. 

a. Settlers from Virginia — cause. 

b. Second settlement — its location and 
distance from the first. 

Ref. — McLaughlin, 61; Fisher, 76; Thwaites, 87-89; Flickinger's 
Government, 61-62; Montgomery's L. F., 113-114. 

II. Carolinas Granted to Lord Clarendon and 

Seven Associates. 

1. Terms and conditions of grant. 

2. Charles II's reasons for making the grant. 

3. Boundaries — indicate on outline map. 

4. Character and object of the proprietors. 

5. Privileges and rights granted to proprie- 
tors — to settlers. 

Ref. — Channing's Students, 119; McLaughlin, 62-63; Fisher, 76-77; 
Thwaites, 89-90; Lodge, 134-135; Montgomery's L. F., 113; 
Students, 110; Doyle, II: 76; Thomas, 42. 

III. Plan of Government. 

1. By whom made and character of. 

a. Class distinction. 

b. Its failure and the significance of. 

Ref.— McLaughlin, 63-65; Fisher, 77-78, Thwaites, 90-91; Lodge, 136- 
138; Montgomery's L. F., 116; Thomas, 42-43; Johnston's 
H.S., 57-59; Flickinger's Government, 62; Doyle, I; 328- 
330. 

IV. North Carolina. 

1. Early prosperity of Albermarle. 

2. Later settlers — character of. 

3. The government. 



24 TOPICAL ANALYSIS. 

a. Self-government, to what extent. 

b. The struggle with bad governors. 

4. Occupations of the people — the scattered 
population — cause . 

5. Rehgious freedom. 

6. Slow growth of the Colony — reasons for. 

Ref.— Fisher, 79-80; Thwaites, 92; Thomas, 43-44. 

V. South Carolina. 

1. Settlement of Charleston, 1670. 

2. The coming of the Huguenots. 

a. Cause. 

b. Character of. 

3. The mixed population — describe. 

4. Cultivation of rice and indigo — their im- 
portance. 

5. The two districts — uplands and lowlands 
(Johnston's H. S., 61). 

a. Character of each. 

b. Difference in the inhabitants. 

6. Condition of education. 

Ref.— Mont^omerv's L. F., 114-117; Thomas, 44; Fisher, 80-81; 
Thwaites,^ 93-95; Johnston's H. S., 60-62. 



The New England Colonies, 1620=1700. 

MASSACHUSETTS. 

I. Geography of New England. 

1. Describe the physical features of New 



NEW ENGLAND COLONIES. 25 

England and decide as to influence upon 
the institutional life of the people. 

2. Determine the advantages and disadvan- 
tages for the different occupations. 

3. Contrast with the conditions in the South- 
ern Colonies. 

4. Conditions favorable to the growth of 
towns and cities. 

Ref.— Thwaites, 5-6, 179-180, Map 1; Fisher, 2-4, Map 1; Thomas, 
xiv-xvi, Map 1; Channing's Students, 7, 12-14. 

II. The Plymouth Company's Attempt at Settle- 

ment. 

1. Motives for colonization. 

2. The Popham Colony. 

3. John Smith and New England. 

III. The Council for New England, 1620. 

1. Its relation to the Plymouth Company. 

2. Objects of the new company (Fisher, 84). 

3. Grant of territory. 

4. Rights granted to the company. 

P.EF.— Fisher, 82-85; McLaughlin. 67-68; Thwaites, 113-114; Chan- 
ning's Students, 61, 73; Thomas, 23-24; Fiske's text, 85-86; 
Flickinger, 68. 

IV. Religious Revolution in England. 

1. The Protestant movement under Luther 
and Calvin — compare and contrast. 

2. Changes made in the church in England 
during the reign of Henry VIII. 

3. Progress made under Edward VI. 



26 TOPICAL ANALYSIS. 

4. The reaction under Mary and its effects. 

5. Progress made in the reign of Ehzabeth. 

6. Rehgious sects in England in 1620. 

a. Cathohc. 

b. Protestant. 

(1) Episcopal. 

(2) Puritan. 

(a) Conformists. 

(b) Presbyterians. 

(c) Independents. 

c. Define and distinguish each sect. 

7. The political phase of the Puritan move- 

ment. 

8. Toleration at this time. 

Ref.— McLaughlin, 69, 70 and footnote; Fisher, 85-89; Thwaites, 114- 
115; ^Montgomery's Students, 60-61; Fiske's text, 86-87; 
Fiske's Beginning, 50-71; Eggleston's Beginners, 98-133, 
especially 114-121; Montgomery s English History, 187-233; 
Terry's English History, 596-97; Doyle, II: 11-14, 27-30, 
33-35; Larned's English History, 262-275, especially 269- 
271, 275, 279; Flickinger's Government, 19-22; Harper, 
VII: 331-334. 

V. Plymouth Colony, 1620. 

1. James I, and the persecution of the In- 
dependents. 

2. The Scrooby congregation. 

a. In England. 

b. The Pilgrims in Holland. 

Ref.— McLaughlin, 70-72; Thomas, 23-25; Montgomery's L. F., 76- 
77; Students, 61-64; Fisher, 89-93, 100-102; Thwaites, 116- 
117; Fiske's Beginning, 71-75; Eggleston's Beginners, 141- 
188; Channing's Students, 74-75; Sheldon, 65-67; Johnston's 
H. S., 30-32; McMaster, 40; Thomas, 24-25; Flickinger, 68; 
American Hist. Leaflets, No. 29, pp. 7, 15; Lodge, 341; 
Hart, etc., I; 167; Harper, VII; 209. 



NEW ENGLAND COLONIES. 27 

3. Emigration of the Pilgrims to America. 

a. Permission to settle on territory of 
London Co. 

b. Terms of partnership with London 
merchants. 

c. Voyage of the Mayflower. 

d. The Mayflower compact. 

(1) Cause. 

(2) The four declarations in the com- 
pact. 

(3) Its object and meaning. 

e. Founding of Plymouth, 1620. 

(1) The landing of the Pilgrims. 

(2) Character of the settlers — Lead- 
ers. 

(3) The first winter. 

(4) Government of Plymouth. 

(a) Who were freemen ? 

(b) Early form of government. 

(c) Origin and growth of repre- 
sentative government. 

(5) Religion — to what extent reli- 
gious toleration. 

4. Later history of the colony. 

Ref.— McLaughlin, 71-74; Thomas, 25-28; Sheldon, 67-68, 80;Chan- 
ning's Students, 74-80; Montgomery's L. F., 77-82; Students, 
62-67; McM aster, 41-45; Fisher, 91-99; Thwaites, 116-124; 
Fiske's text, 88-91; Hinsdale's Government, 32, 423; Flick- 
inger, 69-70; Johnston's H. S., 30-32; Fiske's Beginning, 
81-86, 105-108; Doyle, II: 27-64; Eggleston's Beginners, 
172-181; Hart, etc., I; 340-348; II: 52-55; Harper, VII; 
209-213. 



Jo TOPICAL ANALYSIS. 

VI. Massachusetts Bay Colony, 1628-1700. 

1. Charles I. and Parliament. 

a. Strength of the Puritan party. 

b. Charles I.'s idea of government. 

c. The Petition of Right, 1628 — its most 
important provisions. 

d. Archbishop Laud and the Puritans. 

e. Parliament dissolved, 1629-1640. 

Ref. — McLaui^hlin, 75; Montgomery's L. F., 82-84; Montgomery's 
English History, 239-243: Larned's English History, 372-384; 
Fisher, 108; ferry's English History, G47-660; Eggleston's 
Beginners, 188-196; Fiske's Beginning, 98-100; Flickinger, 
23-24. 

2. The Puritan emigration, 1628. 
a. Settlement of Salem. 

(1) By whom settled. 

(2) The grant of land — extent of- 
locate on outline map. 

Ref.— Thwaites, 124-125; Sheldon, 80-81; Montgomery's L. F., 84-85; 
Students, 68; McLaughlin, 77-78; Fisher, 100-102; Eggles- 
ton's Beginners, 188-190, 199-202; Lodge, 343; Doyle, II; 
82-87; Hart, etc., I: 366-370; Harper, VIII: 20-22. 

3. Charter of Massachusetts Bay Company, 
1629. 

a. Object of the Company. 

b. Object of the king in granting tlu 
charter. 

c. Powers granted to the Company. 

d. Rights and privileges granted to the 

settlers. 

e. Compare this charter with the London 



NEW ENGLAND COLONIES. 29 

Company's first charter and the one to 
Lord Baltimore. 

REF.—AIcLaughlin, 78-79; Thomas, 28-30; Channing's Students, 80- 
81; Montgomery's L. F., 85-86; Thwaites, 125-126; Fisher 
102-103; Fiske's Beginning, 95-96; Lodge, 343; Johnston's 
H. S., 32; Doyle, II: 90-96; Hinsdale's Government, 33; 
Harper, VI: 128-131; VII: 229-230. 

4. The Great Emigration, 1630-1640. 

a. Causes. 

(1) Immediate. 

(2) Fundamental. 

b. To what extent was it a political 
movement ? 

c. Its meaning. (McLaughlin, 76.) 

d. Founding of Boston. 

e. Other settlements — locate- 

f. Character and purpose of these set- 
tlers — Leading men. 

g. Why did they settle in towns? 

h. The principles for which the Puritans 
stood. 

i. Compare with the settlement of Plym- 
outh. 

Ref. — McLaughlin, 76-80 and footnote 79; Channing's Students, 81- 
82; Thomas, 30-31, 35; Thwaites, 126-127; Fisher, 108-112; 
Fiske's Beginning, 97-102. 140-146; Dovie, II: 97-103; 
Lodge, 344-346; Eggleston's Beginners, 208-215: Flickinger 
72; Hart, etc., I; 371. 

5. Government of Massachusetts Bay. 

a. Who could participate in the govern- 
ment? 



30 TOPICAL ANALYSIS. 

b. Change in government by transfer of 
charter. 

c. Who were freemen at first? Later? 

d. How was the governor and other offi- 
cers chosen? 

e. The General Court, of whom composed 
— duties. 

f. Origin and growth of representative 
government. 

Ref. — McLaughlin, 80-82; Thomas, 31-32; Channing's Students, 
83-84; Montgomery's Students, 69-70; Fisher, 112-113; 
Thwaites, 127-128; Fiskc's Beginning, 105-106; Doyle, 
II; 103-109; Lodge, 360; Sheldon, 80; Flickinger's Govern- 
ment, 72-75. 

6. The Church and State in Massachusetts. 

a. Kind of Church estabHshed by the 
Puritans. 

b. Ideas in regard to rehgious freedom. 

c. The Puritan Sabbath. 

Ref.— McLaughlin, 82; McMaster, 48; Fisher. 104-108; Fiske's Be- 
ginning, 144-151, 154; Montgomery's Students, 71; Eggles- 
ton's Beginners, 211-212. 

7. Education. 

a. Purpose of the first schools. 

b. First pubhc schools, 1646. 

c. Higher education. 

d. The printing press, 1639. 

Ref.— McLaughlin, 83-84; Sheldon, 81; Montgomery's L. F., 88-89; 
Students, 74-75; Fiske's text, 95-96; Thwaites, 130; Lodge, 
464; Fiske's Beginning, 151. 

8. Religious persecutions. 



NEW ENGLAND COLONIES. 31 

a. Roger Williams. 

(1) His history up to this time. 

(2) Doctrines advocated. 

(3) How were his teachings regarded 
by the Puritans? 

b. Were the Puritans inconsistent? 

c. Results. 

Ref. —McMaster, 48-49; McLaughlin, 84-85; Montgomery's L. F., 86- 
88; Students, 72-73; Thomas, 32-33; Fiske's text, 97-99; 
Doyle, II: 113-140, 153; Fiske's Beginning, 114, 144-145; 
Fisher, lU-US; Lodge, 385-390; Thwaites, 132-133; Chan- 
ning, 86; Eggleston's Beginners, 253-309; Hart, etc., I: 402. 

d. Mrs. Anna Hutchinson. 

(1) Her teachings. 

(2) Banishment, and results. 

Ref.— McLaughlin, 86; Thwaites, 133-135; Lodge, 349-350; Fiske's 
text, 99; Fiske's Beginning, 117-120; Doyle, II: 136; 
Montgomery's Students, 73-74; Hart, etc., I: 382-387. 



Rhode Island, 1636-1700. 

I. Flight of Roger Williams from Massachusetts and 

his winter with the Indians. 
n. Founding of Providence, 1636. 

1. Object. 

2. Principle upon which the colony was 
founded . 

3. Religious liberty. 

4. Government. 

5. Settlements of Anne Hutchinson and 
others. 



32 TOPICAL ANALYSIS. 

6. Charter granted to Rhode Island, 1644, 

a. Character of this charter. 

b. Kind of government organized under 
this charter. 

7. Second charter, 1663. (McL., 92.) 

Ref.— McLaughlin, 85-87; Montgomery's L. F., 108-111; Students, 
104-i06; Fisher, 123-124, 136; Thwaites, 146-149; Lodge, 
385; Sheldon, 71-72; Thomas, 33-34; Johnston's H. S., 41-42; 
Doyle, II: 179-189; Channing's Students, 87-89; Fiske's 
Beginning; Hinsdale's Government, 33; Flickinger, 80-82. 



Connecticut, 1633=1700. 

I. First Settlements, 1633-35. 

1. When, where and by whom? 

2. Object of the first settlers. 

Ref.— McLaughlin, 87-88; Montgomery's L. F., 98; Students, 91-92; 
Channing's Students, 90; Lodge, 287-298, 346; Thwaites, 136- 
140; Fisher, 126; Fiske's Beginning, 123; Fiske's text, 100. 

IL The Beginning of Hartford, Wethersfield and 
Windsor. 

1 . Locate on outline map. 

2. When and by whom settled? 

3. Cause of these settlements. 

4. Thomas Hooker. 

a. His views of government. 

b. His relation to these settlements. 

Ref.— McLaughlin, 87-88 and footnote; Fiske's text, 100-102 
Montgomery's L. F., 99; Students, 92-93, 94-95; Fisher, 127 
Lodge, 348-373; Fiske's Beginning, 124-127; Doyle, II 
153-154, 157-189; Thwaites, 140-141; Hinsdale's 'Govern- 
ment, 33; Hart, etc., I: 412. 



NEW ENGLAND COLONIES. 



33 



III. New Haven, 1638. 

1. By whom settled? 

2. Why a separate colony? 

3. Peculiarities. 

4. Government — fiction of the '' Blue Laws. " 
(Fisher, 201.) 

Ref.— Fiske's Beginning, 134-137; Lodge. 374; Thwaites, 144-146; 
Fisher, 129-130; Doyle, II; 190-199; Montgomery's Stu- 
dents, 95-97. 

IV. The Written Constitution, 1639. 

1 . By whom prepared ? 

2. By whose authority? 

3. Object of. 

4. Who could vote? 

5. For what is this Constitution remarkable? 

6. Compare with Constitution of Virginia. 

7. Government under this Constitution. (Mc- 
Laughlin, 88.) 

Ref. — McLaughlin, 88; Montgomery's L. F., 100; Students, 94-95; 
Fiske's text, 102; Thomas, 35; Thwaites. 142-143; Fisher, 
128; Doyle. II: 159-160; Thomas, 35; Flickinger's Govern- 
ment, 77-78; Hart, etc., I: 415-419. 

V . Charter of Connecticut, 1662. 

1. Limits of territory — indicate on outline 
map. 

2. Rights and privileges granted to settlers. 

3. Attitude of James IL towards the colony. 

Ref. — Flickinger, 79; Montgomery's Students, 97-98; Lodge, 376; 
Fisher, 150-162; Fiske's Beginning, 195; Fiske's Dutch and 
Quaker, 276. 



34 TOPICAL ANALYSIS. ': 

New Hampshire, 1623-1700. ] 

I. Grant to Georges and Mason, 1622. ; 

1. Limits of. 1 

2. Division of grant. \ 

II. First Settlements. \ 

1. By whom made? ; 

2. Motives of settlers. \ 

3. Political and religious views. j 

III. Its relation to Massachusetts. ; 

Ref. — McLaughlin, 89; Montgomery's Students, 86-88, L. F., 96-98 \ 

Fisher, 124-125; Thwaites, 152-153; Lodge, 397-405; Fiske' 
Beginning, 119-120, 154, 259; FJovle, H: 201-202, 204 1 

210; Hart, etc., II: 55-58; Thomas, 36. ' 

>i 

New England Colonies as a Whole. ■ 

I. Made up of what colonies? ; 

II. The Pequod War, 1637. j 

1. Causes. i 

2. Events. \ 

3. Results. ; 

Ref.— McLaughlin, 89; Thomas, 64; Fiske's text, 103-104; Mont- 1 

gonierv's Students, 94; Fiske's Beginning, 129-134, Lodge, 

373-374; Fisher, 132; Doyle, II: 160-178. { 

III. The New England Union, 1643. i 

1. Which colonies united? Represent on j 
outhne map.. 

2. Causes. 

3. Purpose. 



NEW ENGLAND COLONIES. &i 

4. Nature of the Confederation. 

5. Origin of principles in articles of union. 

6. Why were Rhode Island and Maine not 
members ? 

7. Authority and duties of the commission- 
i ers ? 

8. Importance of this union. 

Ref. — McLavighlin, 90-91; Channing's Students, 92-95; Montgomery's 
L. F.\ 90; Students, 74-75; McM aster, 51-52; Fiske's text, 
105-107; Fisher, 133-136; Lodge, 351; Thwaites, 154-156; 
Fiske's Beginning, 140-143, 158-160; American Hist, 
Leaflets, No. 7; Doyle, II; 220; Johnston's H. S., 43; 
Thomas, 64-65; Hinsdale's Government, 424-430; Hart, etc.* 
I; 447-451; Old South Leaflets, No. 51. 

IV Persecution of the Quakers, 1656-1660. 

1. Doctrines of the Quakers. 

2. Why did they come to New England? 

3. Treatment by the Puritans. 

4. How related to growth of religious tolera- 
tion ? 

Ref.— McLaughlin, 91-92; Montgomery s L. F., 91-93; Students, 76- 
78; Thomas, 76; Fiske's text, \0d>; Fiske's Beginning, 144-145 
179-191; Lodge, 354; Fisher. 50, 73, 146, etc.; Thwaites, 165 
Channing's Students, 105-107; Hart, etc., I; 481-486 
Harper, VII; 342-345. 

V. King Philip's War, 1674. 

1. Causes. 

2. Character of Indian warfare. 

3. Results. 

Ref.— McLaughlin, 93; Thomas, 65-66; Montgomery's L. F., 93-94; 
Students, 78-80; Fiske's Beginning, 199-241; Fisher, 153- 
157; Fiske's text, 110-112; Sheldon, 83-85. 



36 TOPICAL ANALYSIS. 

VI. Trouble with the Stuart Kings, 1660-1688. 

1. The colonies during the time of the Com- 
monwealth, 1642-1660. 

2. Character of Charles II. 

3. Attack on Massachusetts. 

a. Cause. 

b. Purpose. (Channing's S., 123.) 

c. Result. 

d. Effects of annulling the charter. 

4. James II., and the rule of Andros. 

a. Power given to Andros, and the char- 
acter of his rule. 

b. Extent of Andros 's rule. 

c. The Revolution of 1688 in England. 

(1) Causes. 

(2) Bill of Rights, 1689. 

(3) Results in England, and in the 
colonies. 

Ref. —McLaughlin, 92,94-96; Thomas, 70-75; Montgomery's L. F., 
94-95; Students, 81-83; Fisher, 159-164; Sheldon, 96-100; 
Thwaites, 173-176; Channing's Students, 122-126; Fiske's 
text, 109; 112-115; Johnston's H. S., 45; Doyle, III: see 
index; Fiske's Beginning, 253 ff., 273; Larned's English 
History, 461, 464-67, 485; Montague Elements, etc., 146-148; 
Flickinger, 24-28, 76-77; Hart, etc., I: 463. 

VII. Massachusetts's New Charter, 1691. 

1. Character of government under this char- 
ter — How different from first charter? 

2. Colonies included. 

Ref. — McLaughlin, 95; Thwaites, 176-177; Channing's Srtudents, 127- 
128; Thomas, 75; Fiske's text, 115-116; Fiske's Beginning' 
273-27 Q'PMontgomery's Students, 83, 84-85; Fisher. 219. 



MIDDLE COLONIES. 37 

VIII. Suggestive Topics for vSpecial Investigation. 

1 . Salem Witchcraft. 

2. Pilgrim Fathers. 

3. The Great Emigration. 

4. Roger Williams. 

5. Thomas Hooker. 

6. Quakers. 

7. Local Self Government. 

8. Rule of Andros. 

9. Revolution of 1688. 
10. Holland. 



The Hiddle Colonies, 1609-1700. 

I. The Geography of the Middle Colonies. 

1. Compare and contrast the physical fea- 
tures of the Middle Colonies with those of 
the New England and Southern Colonies. 

2. Determine the influence upon the institu- 
tional life of the people. 

3. Advantages over the other two sections. 

REF.—ThwaJtes, 2-7, 218-220; Channing's Students, 1-20- Hinsdale's 
Old N. W., 1-5; Fisher, 1-4., Map 1; Shaler; Nature and Man 
m America, 229; Shaler, in his U. S., I: chs. i-iii vii-ix 



New York, 1614-1700. 

I. Holland, 1600-1700. 

1. Describe its civilization, and tell in what 
the Dutch excelled. 



'iS TOPICAL Al^ALYSIS. 

2. Compare with England in civilization, pro- 
gress and enterprise. 

3. The influence of the Dutch upon the 
English. 

4. Rivalry between England and Holland in 
commerce. 

5. Government of Holland. ' 

Ref. — Fiskc, The Dutch and Quaker Colonies, I: 1-57, 244; Mc- 
Laughhn, 96; Channin'g's Student. 95; Fisher, 177; Harper, 
IV: 404. 

II. Henry Hudson, 1609. 

1. Object of his voyages. 

2. Importance of his discovery of the Hudson 
River. 

Ref.— Montgomery's L. F , 67-68; Students; Fiske's text, 129-130; 
Fiske's Dutch and Quaker, I: 85-92; McLaughUn, 97; 
Fisher, 177-178; McMaster. 36-37; Channing's Students, 95- 
96; Thwaites, 196. 

III. Early Dutch Trading Posts, and the New 

Netherland Company. 

Ref.— McMaster, 37; Montgomery's L. F., 68; Students, 43; Sheldon, 
69-70; Thwaiics, 196-197; Fiske's text, 130; Fisher, 178-179; 
Lodge, 285; Fiske's Dutch and Quaker, I: 102-110. 

IV. Dutch West India Company, 1621. 

1. The Company's charter. , 

a. Territory. 

b. Powers given to the corporation. 

c. Limitation of authority. 

2. Object of the Company — Compare with 
object of Massachusetts Ba}^ and London 
Companies. 



MIDDLE COLONIES. 39 

Ref.— McLaughlin, 98; Fisher, 179-180; Fiske's Dutch and Quaker, 
I: 111-112; McMaster, 37; FHckinger, 94-96; Harper, III: 
168, VI: 427. 

V. New Netherlands. 

1. First settlers. 

2. Territory included. 

3. Settlement of Albany — the Walloons. 

4. Founding of New Amsterdam, 
a. Advantages of the location. 

REF.—Thwaitcs, 197-198; McLaughlin, 98; Fiske's text, 130-131 
Fisher, 180-181; Sheldon, 69-70; Johnston's H. S., 67-69 
Fiske's Dutch and Quaker, I: 1-2, 112-115, 131-132 
Hart, etc., I: 529. 

VI. The Patroons, 1629. 

1. Slow growth of the Dutch colony — cause. 

2. Object of the patroon system. 

3. Why so called? 

4. The charter of " Privileges and Exemp- 
tions. " — Purpose. 

a. Land grants. 

(1) Conditions. 

(2) Size of an estate. 

b. Privileges and powers of the patroon. 

c. The colonists 

(1) Inducements. 

(2) Restrictions. 

d. Relations of patroons and their ten- 
ants. 

5. Failure of the system — cause. 



40 TOPICAL ANALYSIS. 

Ref. — ^Montgomery's L. F., 70-71; Students, 44-45; Fiskc's text, 131; 
Thwaites, 19S-200; McMaster, 38; Channing's Students, 90- 
97; Fisher, 181-183; Lodge, 286, 288; Thomas. 48; Ftske's 
Dutch and Quaker, 133-140; Harper, VI; 391-92; VII; 
84-85. 

VI I. The Encroachments of the Swedes. 

1. Origin of New Sweden, 1638. 

a. By whose authority? 

b. First settlement. 

2. Why had Sweden no right to make such a 
settlement ? 

3. Conquest by the Dutch. 

Ref.— McLaughHn, 101-102; Thwaites, 201, 207-209; McMaster, 38- 
39; Channing's Students, 98; Fisher, 183; Montgomery's 
L. F., 111-112. 

VIII. Government. 

1 . Character of. 

2. Governor — how appointed? 

3. Had the people any part? 

4. Kieft and Stuyvesant. 

a. Character of their rule. 

b. The struggle for political rights. 

5. Compare with the English colonies. 

Ref.— Montgomery's L. F., 71-73; Students, 46-47; Thwaites, 200-201; 
Fiske's ti^^t, 131-132; Channing's Students, 97; Fisher, 184- 
186; Lodge, 289-293; Fiske's Dutch and Quaker, I; 221- 
228; Harper, VII: 398-399. 

IX. The Mixed Population ; Religion. 

1. Compare with New England. 

2. Advantages and disadvantages of the 
mixed population. 



MIDDLE COLONIES. 41 

3. Religious freedom — Persecution of the 
Quakers. 

Ref. — Thwaites, 201; Montgoinery's Students, 47-48; McMaster, 102; 
Lodge, 318-319; Channing's Students, 107; Fiske's Dutch 
and Quaker, 230-237. 

X. Conquest of New Netherland, 1664. 

1. Cause. 

2. Condition of New Netherland when it be- 
came New York. 

3. Importance of this conquest. 

4. Change in name. 

5. English rule. 

a. Changes made. 

b. The " Duke's Laws. " 

6. Recapture by the Dutch, and final cession 
to England. 

7. Charter of Liberties, 1683. 

Ref.— McLaughlin, 102-103; Thwaites, 202-206; Fiske's text. 133-1365 
Montgomery's L. F., 74; Siudenis, 48-49; Channing's Stu- 
dents, 111-112; Lodge, 294-295; Fisher, 187-193; Mc- 
Master, 55; Flickinger, 97; Fiske's Dutch and Quaker, I: 
277-292; Johnston's H. S., 69-72; Thomas, 45-48; Hart, etc., 
537-541; Harper, VI: 395-397. 

XT. The Leisler Revolution, 1688. 

1 . Cause. 

2. Character of. 

3. First Colonial Congress, 1690. 

a. Purpose. 

b. Results. 

4. Results. 



42 TOPICAL ANALYSIS. 

Ref.— Fisher, 193, 241-246; McLaughlin, 103-104; Fiske's text, 134- 
136; Thwaites, 206; Montgomery's Students, 51-52; Lodge, 
299-302; Thwaites, 206; Fiske's Dutch and Quaker, 183-208; 
Harper, 1 : 544-547. 



New Jersey, 1664=1700 

I. Grant to Berkeley and Carteret. 

1. Powers granted to the proprietors. 

2. Boundary of land grant. 

3. Plan of government — " the Concissions. " 

4. First settlers. 

5. Founding of Elizabethtown, 1665. 

II. The Division of New Jersey. 

1. The Quakers in West New Jersey — their 
form of government. 

2. East New Jersey — William Penn — govern- 
ment. 

III. A Royal Province, 1688. 

1. Government. 

2. Religious freedom. 

K^Y.— McLaughlin, 104-107; Thwaites, 210-211; Thomas, 49-52; 
Fiske's text, 137; Montgomery's L. F., 75-76; Students, 56- 
59; Channing's Students, 112-113; Fisher, 194-198; Lodge, 
263-272; FHckinger, 101-104; Fiske's Dutch and Quaker, 
II: 10-16. 

Pennsylvania and Delaware, 1681-1700. 

I. Quakers. 

1. The three colonies built up by the Quak- 
ers. 



MIDDLE COLONIES. ~ 43 > 

2. Origin and doctrine of. ; 

a. George Fox. 1 

b. Their doctrines. j 

(1) Complete toleration. | 

(2) Complete equality of man — How s 
taught? 

(3) Compare with ideas of the Puri- - 
tans. ] 

3. Influence of the Quakers. \ 

Ref. — McLaughlin, 107-109; Johnston's H. S., 73-74; Montgomery's < 
Students, 76; Fiske's Dutch and Quaker, II: 109-1 iS; ] 
Harper, III: 411; VII: 340-347. I 

II. William Penn. 

1. Early life of Penn. 

2. His conversion to Quakerism. i 

j 

3. His influence. j 

Rbf.— McLaughlin, 109-110; Fisher, 198-200; Channing's Students, 1 
114; Thomas, 52; Fiske's Dutch and Quaker, II: 114-140; j 
Harper, VII: 113-119. | 

III. Land Grant to Penn, 1681. 

1. Extent of grant — locate on outline map. ; 

2. Terms. ; 

3. Powers sfranted to Penn — restrictions. : 

4. Regulations in regard to taxes and trade. i 

5. Penn's object. •] 

Ref.— Fisher, 200-201 ; McLaughlin, 110-111 and footnote; Thwaites, . 

215; Montgomery's L. F., 118; Students, 116-117; Chan- l 

ning's Students, 114-115; Sheldon, 92-94; Fiske's text, 139; \ 

Fiske's Dutch and Quaker, II: 147-149, 151-153; Thomas, ! 
52; Flickinger, 117-120. 



44 TOPICAL ANALYSIS. 

IV. Emigration to Pennsylvania. 

1. Penn's letter to settlers in his province. 
(Fisher, 202.) 

2. The Quaker exodus, 1682. 

a. Cause. 

b. Why were the Quakers persecuted in 
England ? 

c. Founding of Philadelphia — Advan- 
tages of location — Compare with New 
York. 

3. Penn's Constitution and Laws. 

a. His ideas of government — Compare 
with Thomas Hooker. 

b. Provisions of the Constitution. 

c. Laws passed by first Assembly. 

4. Penn's treaty with the Indians. 

V. The "Territories, " or Delaware (1703). 

Re P.— McLaughlin, 111-115; Note, p. 112; Fisher, 202-205; Mont- 
gomery's Students, 117-118; L. F., 111-113; Lodge, 230-238 
Fiske's text, 140 and note 1; Channing's Students, 117-118 
Fiske's Dutch and Quaker, II: 154-156; Thomas, 54-56 
Johnston's H. S., 74-76; FHckinger, 120-122; Hart, etc. 
1:554. 



Georgia, 1732. 



I. Oglethorpe. 

1. His career. 

2. His plan for a colony. 

3. His objects. 



MIDDLE COLONIES. " 45 

II. Charter of Georgia. 

1. Land grant. 

2. Authority of trustees. . 

3. Inducements to settlers. I 

4. Rights given to foreigners — purpose. | 

5. Restrictions. 

, 6. ReHgious toleration. 

III. The Founding of the Colony. 

1. Settlement of Savannah, 1733. 

a. Compare in time with older settle- 
; ments. 

b. Character of settlers. 

2. Other settlers — ^where from — Character of. 

IV. Slow Growth of Georgia — Cause. 

V. A Royal Province, 1752— Cause— Effect. 

Ref.— McLaughlin, 125-127; Fiske's text, 150-152; Thwaites, 258- 
263; Montgomery's L. F., 122-126; Students, 122-128; 
Lodge, 187, 189-190, 198,202-203; Sheldon, 95; Fisher, 303- 
312; McMaster, 55-56; Thomas, 57-58; Hart, etc., II: 110- 
114, 118. 



Suggestive Topics for Individual Work. 

1. The Quakers. \ 

2 Patroon System. \ 

3. The Leisler Revolution. 

4. William Penn. 

5. Peter Stuyvesant. 
6.. The Indians. 

Review most important events with dates from the 
first. 



46 TOPICAL ANALYSIS. 

The Struggle for Supremacy in America, 1689-1763. 

I. The relations of France and England during this 

period. 

1. In Europe. 

2. On the Ocean. 

3. Importance and meaning of the struggle in 
America. 

Ref. — McLaughlin, 129-130; Fiske's text 160-161; any good English 
history. 

II. The French in America. 

1. Relation of the geograph}^ to the struggle. 

a. The St. Lawrence and Mississippi Val- 
leys. 

(1) Describe, and state advantages 
and disadvantages for early col- 
onization — notice especially the 
lower St. Lawrence Valley, its 
poor soil, etc. 

(2) Contrast with the Atlantic Coast. 

b. Observe the location and direction of 
other rivers, and determine their rela- 
tion to the struggle between the 
French and English for dominion in 
America. 

c. Character of the country betw^een the 
English and the French — its effect on 
the struggle. 



STRUGGLE FOR SUPREMACY. 47 

2. RevieAV the early discoveries of the French 
and their first attempts to make settle- 
ments, 1524-1564. 

3. Settlement of Port Royal, 1604-5. 

Ref.— McLaughlin, 29; Thivaites, 31-34; Hinsdale's Old N. W , 9-10- 
Fiske's te:^t, 50-52; Montgomery's L. F., 27; Students, 'l 6-17.' 
For Geography study maps. 

4. Work of Champlain, 1608-1635. 

a. Why called the Father of New France ? 

b. His discoveries. 

c. His plans. 

d. His work in Canada. 

e. His expedition against the Iroquois, 
and the results. 

Ref.— McLaughlin, 130-131; Thomas, 67; Sheldon, 62-64; Thwaites 
35-36, 196, 246; Johnston's H. S., 83-84; Fiske's text, 53- 
Montgomery's Students, 128-129: Hinsdale's Old N W 10- 
11, 21-25; Hart, etc., I: 125. 

5. The Indian situation. 

a. The different tribes, and their civiHza- 
tion. 

b. Treatment of the Indians by the 
French; by the English. 

c. Work of the Jesuits. 

d. Tribes friendly to the French. 

e. The Iroquois, or Five Nations. 

(1) Their strength. 

(2) Territory occupied, and its im- 
portance. 



48 TOPICAL ANALYSIS. 

(3) Their relations with the Dutch 
and Enghsh. 
f. Relation of the Indians to the conflict 
of the French and English. 

Ref. — McLaughlin, 131-132, see map between pp. 2 and 3, footnote p. 
3; Thwaiies, 246, 248-250, 10-12; Shane's French War and 
Revolution, 28-36; Hart's Formation of the Union, 24; 
Hinsdale's Old N. W., 24-25; Fiske's text, 54-55; Thomas, 
62, 68; McMaster, 70-71; Fiske's War of Independence, 27- 
30. 

6. French exploration and colonization, 1669- 
1750. 

a. Discoveries of Joliet and Marquette ; of 
La Salle. 

( 1 ) Ob j ect of La Salle . 

(2) Importance of their work. 

b. Settlements and posts established. 

(1) Locate on outline map. 

(2) Importance of. 

c. The gateways and highways to the 
French territory — importance of. 

Ref. — McLaughHn, 133-135 and footnote; Montgomery's L. F., 126- 
130; Students, 129-134; Thwaites, 248; Fisher, 212-215 
Fiske's text. 155-159; Hinsdale's Old N. W., 50-54, 64-65 
Channing's McMaster, 60-65; Thomas, 68; Sheldon, 74-77 
Flickinger's Government, 40; Hart, etc., I: 136-144 
Harper, V: 140-143. 

7. French colonization contrasted with the 
English. 

a. In aims and objects. 

b. In methods. 



STRUGGLE FOR SUPREMACY. 49 '• 

\ 

c. In self-reliance. ! 

d. In relation to mother country. '{ 

e. In results. i 

\ 

Ref.— McLaughlin, 135-138; Thwaites, 249-252; Sloane, 24-26; ? 

Hinsdale's Old N. W., 68-69; Montgomery's Students, 136; .' 

Hart, etc., II: 320. j 

1 

III. The Intercolonial Wars, 1689-1748. ' 

1. King William's War, 1689-1697. 

a. Cause. 

b. Scene of conflict. I 

c. Parties engaged. ■ 

d. Chief events. i 

e. Results. '^ 

Ref. — McLaughlin, 138; McMaster, 76-77; Fiske's text, 159-165; l 

Thomas, 85; Montgomery's L. F., 131-132; Hinsdale's Old ^ 

N. W. 56. I 

i 

2. Queen Anne's War, 1702-1713. ; 

a. Name in European history. ; 

b. Cause. ] 

c. Recapture of Port Royal. : 

d. Treaty of Utrecht. ] 

(1) Its provisions in regard to: \ 

(a) Territory — represent on | 
map. I 

(b) The fisheries. | 

(c) The slave trade. 1 

(d) The " Five Nations. " 1 

(2) Importance of this treaty. i 



50 TOPICAL ANALYSIS. 

Ref. — Channing's Students, 131-132; Terry s Histor}^ of Engl., 855, 
gives the articles of the treaty; McMaster, 78; Fiske's text, 
165-166; McLaughlin, 138; Montgomery's Eng. Hist., 
302-303 and footnote; Flickinger's Government, 42; 
Thwaites, 254-255; Hinsdale's Government, 56; Thomas, 
85-86. 

3. King George's War, 1744-1748. 

a. Cause. 

b. The thirty years' interval — how oc- 
cupied by the French. 

c. Capture of Louisburg. 

(1) Its importance — see map. 

(2) Significance of. 

d. Treaty of Aix-la-Chapelle. 

Ref.— McLaughhn, 139; Thwaites, 255; Montgomery's L. F., 132-134 
Students, 135-136; Fiske's text, 166-167; McMaster, 79-82 
Thomas, 87; Flickinger's Government, 42; Hart, etc., II 
346. 

IV. The French and Indian War, 1754-1763. 
The Decisive Struggle. 
1. Causes — immediate and remote. 

a. Rival claims to territory in North 
America. 

(1) Territory claimed by each nation. 

(2) Basis of each nation's claim. 

(3) What determined the territory 
of each nation ? 

(4) The territory in immediate dis- 
pute — Virginia's claim to this 
territory. 



STRUGGLE FOR SUPREMACY. 51 

(5) Value of territory in dispute, 
b. Organization of the Ohio Co., 1749. 

(1) Lords of trade — their relation to 
the colonies. 

(2) Company of whom composed. 

(3) Its object. 

(4) Work of the Company. 

Ref.— McLaughlin, 140; Thwaites, 256; Montgomery's L. F., 134-135; 
Thomas, 89-91; Johnston's H. S., 86-87; Hart's Formation, 
23, 25-26; Sloane, 22-23, 26; Hinsdale's Old N. W., 12-17, 
58-66; Flickinger's Government, 43^ 

2. Conditions affecting the struggle. 

a. Geographical. 

(1) Advantages and disadvantages. 

(2) Relation of the forests, moun- 
tains, lakes and direction of the 
rivers to the struggle. 

b. The Iroquois Indians — their relation 
to the disputed territory. 

3. Advantages and disadvantages of each 
nation in the war. 

^EY.-— Thwaites, 219-220; Sloane, 22-24; McLaughHn, 135, and foot- 
note, 143-145;" Johnston's H. S., 85-86; Thomas, 63, 69, 89- 
90, 94; Hart's Formation, 27-28; Hart, etc., II: 352. 

4. Important events. 

a. Washington's first public service. 

(1) Its object. 

(2) In whose interest? 

(3) Difficulties of the journey. 

(4) Results. 



52 TOPICAL ANALYSIS. 

Ref — McMaster, 84-85; Fiske's text, 168-169; Montgomery's L. F.. 
136; Students, 137; McLaughlin, 140; Fisher, 286-287; 
Sheldon, 103-105; Hinsdale's Old N. W., 61-62; Lodge's 
Washington, 62-74. 

b. The beginnings. 

(1) Fort Duquesne built at the "Gate- 
way of the West." 

(2) Washington at Fort Necessity, 
July 4, 1754. 

Ref.— McLaughlin, 140; Sloane, 37; Fiske's text, 169; Fisher, 288; 
Thomas, 91-92 ;-Hart's Formation, 26. 

c. The Albany Congress, 1754. 

(1) Called by whose authority. 

(2) Purposes of the convention. 

(3) Representatives. 

(4) Franklin's Plan of Union. 

(a) Nature of the union pro- 
posed. 

(b) Authority vested in the fed- 
eral body. 

(c) Basis of representation. 

(d) Compare with the plan of 
the New England Union and 
the attempted union under 
Andros. 

(e) Why rejected by the colo- 
nies? by England? Sig- 
nificance of. 

(5) Results of this Congress. 



STRUGGLE FOR SUPREMACY. 53 

Ref.— McLaughlin, 139; Thwaites, 270-271; Johnston's H. S., 88- 
89; ^ Fisher, 214-215, 237-238, Flickinger's Government, 
208-209; Montgomery's L. F., 137-138; Students, 138; 
Fiske's text, 187-188; Harfs Formation, 28-30; Hinsdale's 
Old N. W., 125; Fiske's War of India, 31-36; McMaster, 26; 
Fiske's American Revolution, 5-10; Sheldon, 105-106; 
Thomas, 93; Hinsdale's Government, 433-437; Harper, 
T: 90-91; Hart, etc., II: 357-360; FHckinger's Government, 
208-209; American Hist. Leaflets, No. 14; Old South 
Leaflets, No. 9. 

d. Plan of the War — What determined 
the plan. 

Ref.— McMaster, 87; McLaughHn, 143; Hart's Formation, 28-30. 

e. Events of 1775. 

(1) Braddock's defeat. 

(2) Removal of the Acadians — cause. 

(3) Johnson's defense of New York 
frontier. 

"^^Y.— Fiske's text, 170, 172; Fisher, 238, 289-290; Montgomery's L. 
F., 138-139; Students, 138-139; Sheldon, 106-108; Mc- 
Laughlin, 142; Thomas, 94-95; Harper, I: 12-14; Hart, 
etc., II: 360; Lodge's Washington, I: 79-85. 

f. War formally declared, 1756. 

(1) Name of this war in Europe. 

(2) Parties engaged. 

(3) The situation in Europe — condi- 
tion of England and France at 
this time. 

(4) Strength of the French Colonies — 
of the English Colonies. 

Rbf.— McLaughlin, 143-145; Sloane, 24; Hart's Formation, 27-28; 
Thomas, 96; McMaster, 89; Johnston's H. S., 90. 



54 TOPICAL ANALYSIS. 

g. Campaigns of 1756 and 1757. 

(1) Montcalm and the French lead- 
ers. 

(2) French successes — cause. 

Ref McLaughlin, 146; Sloane, 52-61; Hart's Formation, 32; Fiske's 

text, 172; Thomas, 96. 

h. Campaigns of 1758-1759. 

(1) William Pitt and his services. 

(2) Capture of Louisburg, Fort Du- 
quesne, Niagara, Ticonderoga and 
Crown Point — importance of 
each. 

(3) Wolfe and the fall of Quebec. 

(a) Importance of Quebec. 

(b) Story of its capture. 

(c) Results. 

Ref —McLauehlin, 147-148; Sloane, 62-98; Montgomery's L. F., 140; 
Students, 140-146; Sheldon, 109-112; Fiske's text, 171-172, 
173-174; Thomas, 96-100; Johnston's H. S., 91-94; Hart, 
etc., II: 369; Hinsdale's Old N. W., 68; Harper, VII: 348- 
355. 

4. Peace of Paris, 1760-1763. 
a. Its provisions in regard to : 

(1) Territory — indicate on outline 
map. 

(2) The Mississippi River. 

(3) The fisheries. 

Ref — Channing's Students, 135; McLaughUn, 148; Montgomerys' 
L. F., 141-142; Students, 142; Sloane, 111; McMaster, 90- 
91; Hart's Formation, 34-37; Johnston's H. S., 95-96; 
Thomas, 100-101; American Hist. Leaflets, No. 5; Harper 
IX: 114. 



INSTITUTIONAL LIFE IN THE COLONIES. 55 

Results of the French and Indian War. 

a. What the war decided. 

b. Make a list of the results. 

c. Show that it was a war for civilization. 



McLaughlin, 148-150; Sloane, 112-115; Hinsdale's Old N. W., 
68-69; Hart's Formation, 39-40; Johnston's H. S., 31-32; 
Thomas, 101; Woodburn's Leckey, 1-8. 



Institutional Life in the Colonies. 

I. Likenesses and contrasts. 

1. Individuality to what extent. 

2. Sectional and local peculiarities — indicate. 

3. In what respects were the colonies similar. 

4. Basis for the division into three groups. 

5. Bond of union in the three groups. 

6. What had kept them apart — Illustrate. 

7. Compare the bond of union in the colonies 
and with England. 

Ref. — McLaughlin, 151-153; Sloane, 6-7; Montgomery's Students, 
143-145, 148-150; McMaster, 100; Thwaites, 54-55, 58; 
Thomas, 78-84, 104-106; Channing's U. S., 1; Johnston's 
H. S., 77-79, 98; Woodburn's Leckey, 8-13. 

II. Southern Colonies. 

1. Characteristics common to the Southern 
colonies — to what due ? 

2. Population. 

a. Character of — to what extent Eng- 
lish? Number. 



66 TOPICAL ANALYSIS. 

b. Foreign element and its influence. 

c. Slaves — per cent. of. 

Ref.— McLaughlin, 153; Fisher, 294, 295, 281; Montgomery's Stu- 
dents, loO; Channing's Students, 139-140; Thwaites, 96-98, 
280-281; Hart's Formation, 3-5; Lodge, see index; Chan- 
ning's U. S., 2-3, 4-5; Woodburn's Leckey, 24-30; John- 
ston's H. S., 54-55; McMaster, I : see contents. 

3. Slavery and servants. 

a. Effect upon. 

(1) Industrial interests. 

(2) Growth of towns. 

(3) Accumulation of wealth. 

(4) Social life. 

(5) Schools. 

b. Treatment of slaves. 

c. Indentured white servants. 

Ref.— McLaughHn, 153-154; Fisher, 282, 57-58, 295; McMaster, 95- 
98; Chaunings Students, 140-143; Thwaites, 98-100; 102- 
104; Thomas, 42; Hart's Formation, 19-21; Lodge, 67-71, 
see index. "Virginia," Channing's U. S., 12-16; Hart, etc., 
II: 291-311. 

4. Social conditions. 

a. Grades of society. 

b. Plantation life. 

(1) Natural and physical reasons for 
the absence of towns. 

(2) The planter — describe. 

(a) His apparent wealth. 

(b) His real condition. 

c. The middle class — character of. 



INSTITUTIONAL LIFE IN THE COLONIES. 57 

(1) How regarded by the upper class. 

(2) Disadvantages of. 

Ref.— McLaughlin, 154-155; Fisher, 60-61, 282-284, 292; McMaster, 
103-104; Thwaites, 100-101, 106-108, 110; Lodge, 66-67, 
72-74, etc.; Channing's U. S., 9-11; Hart, etc., I: 301-306, 
II: 90-94, 99-100, 235, III: 27-31, 49-52- Lodge's Wash- 
ington, I: 16-28. 

5. Education. 

a. Opportunities for an education. 

b. The private tutor. 

c. Education of the common people. 

d. Illiteracy. 

e. Colleges. 

xIef. — McLaughlin, 1^6; Fisher, 51; Montgomery's Students, 157-158; 
Channing's Students, 145-147; Thwaites, 107-108; Doyle, 
I: 271-273; Lodge, see index; Woodburn's Leckey, 31. 

6. Religion. 

a. The established church. 

b. The different denominations. 

c. Toleration — to what extent. 

d. Character and influence of the minis- 
ters. 



Ref.— Fisher, 48-50, 281-282, 274; Montgomery's Students, 153-154; 
Channing's Students, 143-145; Thwaites, 108; Lodge, 54-61; 
Channing's U. S., 18-20; Hart, etc., II: 283. 

III. New England Colonies. 

1. Characteristics in common. 

2. Population — number and nationality. 



58 TOPICAL ANALYSIS. 

3. Town life. 

a. Reasons for. 

(1) Natural and physical. 

(2) Other causes. 

b. Political and social influence of. 

c. Contrast with the South. 

Ref. — McLaughlin, 156-157; Fisher, 165; Montgomery's Students, 
150; Thwaites, 180, 186, 265, 282; Lodge, see index, 145; 
Woodburn's Leckey, 13-18; Channing's U. S., 1-2; Hart, etc., 
II: 63-64; McMaster, I: see contents. 

4. Industries. 

a. Variety of — to what due ? 

b. The importance of farming. 

c. Manufacturing — to what extent. 

d. Commerce — its importance. 

e. Fishing. 

Ref. — McLaughlin, 157-158; Fisher, 175; Montgomery's Students, 
150; McMaster, 98-99, 101-102; Thwaites, 184-186; Lodge, 
index; Channing's U. S., 5-8. 

5. Religion. 

a. The different denominations. 

b. Influence of the Church. 

c. The growth of toleration. 

d. The character and influence of min- 
isters. 

Ref.— McLaughlin, 159; Fisher, 231-233, 235, 171-173; Montgomery's 
Students, 153-154; Thwaites, 188-190; Lodge, see index; 
Channing's U. S., 16-17. 



INSTITUTIONAL LIFE IN THE COLONIES. 59 

6. Education. 

a. Opportunities for culture — contrast 
with the Southern colonies. 

b. Public schools. 

(1) Character of. 

(2) To what extent. 

c. Colleges. 

d. Intelligence of the people. 



Ref.— McLaughlin, 159-160; Fisher, 168-170, 314, 318-320, 227; 
Montgomery's Students, 155-158; Hinsdale's Government, 
39; Lodge, index; Woodburn's Leckey 32-33; Hart, etc., 
II: 255, 263-275. 



7. Classes of society.. 

a. Social distinction. 

(1) To what extent. 

(2) Compare and contrast with Eu- 
rope and the Southern colonies. 

(3) Basis of. 

b. Dignity of labor — how regarded. 

c. Aristocracy — how different from that 
in the South ? 

d. Slavery. 

(1) To what extent. 

(2) How regarded. 

e. Effect of democratic ideas. 



Ref.— McLaughlin, 160; Fisher, 170, 174-175, 165, 167; Thwaites, 
181-183, 186-188; Lodge, index; Channing's U. S., 8-9; 
Hart, etc., II: 224-229, 238: III; 31-35. 



60 TOPICAL ANALYSIS. 

IV. The Middle Colonies. 

1. The distinguishing features of this group. 

2. Compare and contrast with the other two 
groups in : 

a. Population. 

b. Diversity of nationality. 

c. Social conditions. 

d. Variety of industries. 

e. Education. 

f. Reliofion. 



Ref.— McLaughlin, 160; Fisher, 185-186, 189, 191, 244, 252-254, 258- 
259, 268-271; Montgomery's Students, 153-154; McMaster, 
102-103; Thwaitcs, 220-232, 281-282; Lodge, index; Wood- 
burn's Leckey, 18-24; Channing's U. S., 3-4; Hart. etc.. 
II: 35-39, 41-44, 65-68, 87-89, 276. 



V. PoHtical Life in the Colonies. 

1. Political features common to all. 

2. Systems of local government. 

a. The New England township. 

(1) Its origin. 

(a) To what due. 

(b) Influence of physical condi- 
tions. 

(2) Its counterpart in England. 

(3) The township meeting and its in- 
fluence. 

(4) Its relation to the general govern- 
ment. 



INSTITUTIONAL LIFE IN THE COLONIES. Gl * 

Ref. — McLaughlin, 163-164; Fisher, 167; Montgomery's Students, ; 

14:6; Hinsdale's Government, 38-40; Thwaites, 57, 59, 192-194; * 

Hart's Formation, 11-12; Fiskc's Critical Period, 16-20, 31- . 

34; Channing's U. S., 37; Flickingcr, 9-12, 85-88. ; 

b. The county. \ 

(1) Causes for this unit of govern- 
ment in the South. J 

(2) To what extent due to physical j 
conditions. '; 

(3) Results of this political organi- i 
zation. \ 

(4) Show that the local government ] 
of the South was representative ■ 
and not democratic as in New ' 
England. ; 

(5) Contrast in results with the tow^n- • 
ship system. \ 

Ref. — McLaughlin, 164-165; Hart's Formation, 12; Montgomery's \ 

Students, 147; Hinsdale's Government, 40-42; Fiske's Criii- J 

cal Period, 48, 57-66, 71, 78; Thwaites, 56; Channing's U. S., \ 

38; Fiske's Old Virginia, H: 41-44; Flickinger's Govern- \ 

ment, 53-55, 59-61, 63-04. j 

c. The mixed system in the middle | 
colonies. • ■ 

f (1) To what due. ; 

(2) Local government to what ex- " 

tent. : 

d. Influence of these s^^stems. 

Ref. — McLaughlin, 165-166; Montgomery's Students, 147; Hinsdale's J 

Government, 42-44; Hart's Formation, 13; Fiske's Civil ■ 

Government, 78-79; Thwaites, 57-58; Flickingcr, 97-114, \ 

122-129. i 



62 TOPICAL ANALYSIS. 

3. The central government of each colony. 

a. Its relation to the mother country. 

(1) To the king. 

(2) To Parliament. 

b. The three kinds of colonial govern- 
ment — name and define each. 

c. The three departments — to what ex- 
tent developed. 

d. The legislature. 

(1) The two branches — how chosen. 

(2) Qualifications for voting. 

(3) Powers of. 

(a) In making laws. 

(b) In taxation. 

(c) In fixing salaries. 

(d) Restrictions. 

e. The governor. 

(1) How chosen. 

(2) His relation to the king or pro- 
prietor. 

(3) His powers and duties. 

f . The judiciary. 

(1) Judges — how^ chosen. 

(2) The court — of whom composed . 

(3) Salary of judges, by whom paid. 

g. "Lords of Trade." 

(1) Their relation to the king and 
colonies. 



INSTITUTIONAL LIFE IN THE COLONIES. 63 

(2) Their duties. 

(3) Their treatment of the colonies. 
4. Civil, religious and political rights. 

a. To what extent. 

b. Limitations in political riglits. 

c. Qualifications for voting and holding 
office. 

d. Compare with England. 

Ref.— Fisher, 208, 230; McLaughlin, 166-167; Hinsdale's Government, 
27-30, 36-37, 43-46; Fiske's Critical Period, 154-157; 
Thwaites, 60-63: Montgomery's Students, 145-148; Hart's 
Formation, 13-17; McMaster, 105-108; Fiske's Revolution 
II: 1-6; Channing's U. S., 26-31, 33-36; Flickinger's 
Government, 93-94; American Hist. Leaflets, No. 25. 

VI. The Spirit of Liberty in the Colonies. 

1. As shown by the people in the different 
colonies in maintaining their rights and 
privileges as Englishmen. 

2. The struggle of Assemblies with governors. 

a. Nature of. 

b. Liiportance of. 

3. Progress of self-government — compare 
with home c^overnment. 

4. Effect of the Revolution of 1688. 



Ref.— McLaughlin, 118-125, 167; Thwaites, 59, 109-110, 265-267, 
271-277; Fisher, 207-211, 225, 244-245, 249, 250, 264-265, 
269, 280-285, 294, 298-300; Channing's Students, 130-131; 
Lodge, 301-307, 215-223, 361-366; Fiske's War of Ind., 14- 
25; Montgomery's Students, 160-162; McMaster, 106-108; 
Sloane, 10-21; Thomas, 61; Flickinger, 209-210; Hart, etc.. 
II; 166-170. 



64 TOPICAL ANALYSIS. 

The American Revolution. 

A STRUGGLE FOR THE RIGHTS OF ENGLISH- 
MEN. 1760-1775. 

Causes of the American Revolution. 

I. Rights of Enghshmen. 

1. Make a Hst of Enghsh rights as given in 
the Magna Charta, the Petition of Rights, 
and the Bill of Rights. 

2. To what extent did the colonists under- 
stand the rights of Englishmen ? Illustrate. 

3. Upon what grounds did the colonists 
claim the rights of Englishmen ? 

4. Contrast the rapid growth of English 
ideas and institutions in the colonies with 
their growth in England. 

a. The conditions in America favorable 
to their rapid growth. 

b. The reasons why the mother countr}^ 
did not keep pace with the colonies in 
this progress. 



Ref. — Hinsdale's Government, 54-57, 63; Hart's Formation, 5-10; 
Sloane, 116-124; Flickinger's Government, 15-23, 28, 31; 
Channing's U. S., 29-31; Fiske's War of Ind., 1-25; Old 
South Leaflets, Nos. 5, 19, 23; Fiske's Critical Period, 308- 
321, 325; Terry's English History, 260-261, 648-649, 813; 
Montgomery's English History, 106-107, 288 and appendix, 
ix, xvi, xiii; Montagite's Elements of Eng. Const., 53-57, 
119, 146-148; Harper, I; 344-347; IV: 146-153. 



AMERICAN REVOLUTION. 65 

II. "The American Revolution was a step in the 

grand march of civihzed man toward 
larger freedom and better political in- 
stitutions, which began in Europe in the 
fifteenth century, and has continued 
until the present day." Hinsdale. Illus- 
trate. 

Ref. — Hinsdale's Government, 54; McLaughlin, 212, footnote. 

III. " The Proclamation of 1763." 

1. Its object. 

2. The three new provinces — boundaries of 
• each. 

3. "The Proclamation line" — represent on 
outline map. 

4. Its relation to the colonies and its effect. 

5. Provisions for the defense of -the newly 
acquired territory. 

Ref. — McMaster. 110 and Map, p. Ill; Channing's Students, 136, 
Map, 137; U. S., 27; Hinsdale's Old N. W., 120-146; Thomas, 
107; American History Leaflets, No. 5. 

IV. The English Government. 

1. Condition in 1760. 

2. Principles of. 

3. Its growth compared with the industrial 
progress in England. 

4. Representation at this time. 

a. Condition of. 

b. Causes. 



66 TOPICAL ANALYSIS. 

5. Compare the American idea of representa- 
tion with the EngUsh idea — Why the 
difference ? 

6. Franchise in England — compare with 
America. 

Ref. — McLaughlin, 169-171; Sloane, 116-117; Channing's Students, 
162-166; Fiske's text, 192-194; Channing's U. S., 29-31; 
Hart's Formation, 43-44; Thomas, 109-110; McMaster, 115. 

IV. Change in the Enghsh Colonial Policy, 1760. 

1. Accession of George III. 

a. His theory of government. 

b. His character and pohcy. 

2. The English theory of a colony — com- 
pare with the American theory. 

3. The new colonial policy. 

a. Grenville and his supporters. 

b. Provisions of. 

c. By whom opposed and the reasons. 

Ref. — McLaughlin, 171-172; McMaster, 110-112; Montgomciy's L. F., 
152; Students, 163-164; Channing's Students, 153-154; U. S., 
44-45; Hinsdale's Government, 57-59; Sloane, 105-107, 118- 
124; Harfs Formation, 40-41, 44-45; Fiske's text, 181; 
Thomas, 107; Montgomery s Enghsh, 330-332; Hart, etc., 
II: 373; Harper, VII: 415-416; IV: 46-50. 

V. English Colonial Restrictions, 1651-1750. 

1. Extent of colonial trade. (Sheldon, 125- 
132.) 

2. The old theory of colonial trade. 

3. Navigation laws and acts of trade. 



AMERICAN REVOLUTION. 67 

4. Compare with the practices of other 
countries. 

5. Objections to — cause. 

6. Violation of the laws by the colonies — 
Why had they not been enforced ? 

Ref.— Channing's U. S., 31-33, 41; Fiske's text, 181-182; McLaughlin, 
172-173; Hart's Formation, 45-46; Fiske's War of Ind., 
39_44; Fiske's Rev., I: 1-6; Hinsdale's Government, 
59-60; Woodburn's Leckev, 38-42; McMaster, 108; Fiske's 
Critical Period, 134-136; Thomas. 108-109; Johnston's H. S., 
43-44; American History Leaflets, No. 19; Harper, VI: 
337-347. 

VI. Writs of Assistance, 1761. 

1. Purpose. 

2. Nature of. 

3. Speech of James Otis — his arguments. 

4. Show how the writs were a violation of 
English rights. 

Ref.— Channing's Students, 156-158; U. S., 42-44; McLaughlin, 173- 
174; Montgomery's L. F., 153 and footnote; Sloane, 124-126; 
Fiske's text, 182-183; Sheldon, 132-133; Montgomery's 
Students, 164-165; Fiske's War of Ind., 44-47; Hart's 
Formation, 46-48; Fiske's Revolution, I: 11-14; Hins- 
dale's Government, 61-62; Woodburn's Leckey, 48-49; 
Thomas, 109; Hosmer's Samuel Adams, 33-45; W^oodburn's 
Orations, 1:11-17; 337-339; Harper, VII: 47-49, X: 457; 
Hart, etc., 11:374-378. 

VIL— The Parson's Case, 1763. 

1. The question at issue. 

2. Patrick Henry — his speech — theories of 
government set forth. 

3. vSignihcance of. 



68 TOPICAL ANALYSIS. 

Ref. — Channing's Students, 158-160; McLaughlin, 174-175; Fiske's 
Revolution, I: 18-20; Tyler's Henry, IV: Channing's U. S., 
46-47; Fiske's War of Ind., 48; Harper, IV: 375-380; Hart, 
etc., II: 103-106. 

VIII. The Stamp Act, 1765. 

1. Nature of the act. 

2. Reasons for its passage — wh}^ this form of 
tax. 

3. Use to made of the revenue. (Thomas, 14.) 

4. Reasons for the colonies opposing it. 

5. Resistance to the act by the colonies. 

a. In Virginia — Henry's Resolutions. 

b. In other colonies — nature of. 

c. Sons of Liberty. 

d. Non -importation agreements. 

Ref.— McMaster, 112-114, 116-117; Channing's Students, 160-162, 
166-168; U. S., 47-52; McLaughlin, 175-177; Sheldon, 134- 
136; Fiske's text, 188-190; Thomas, 110-112; Johnston's 
H. S., 102-104; Montgomery's L. F., 153-154; Students, 165- 
167; Fiske's War of Ind., 49-52; Revolution, I: 15-17, 
18, 20; Woodburn's Leckey, 52-84; Sloane, 127-136; Am- 
erican History Leaflets, No. 21; Morse's Franklin, 96-107 
Harper, VIII: 342-349; Hosmer's Samuel Adams, 46-61 
Tyler's Henry, 57-68; Lamed' s English History, 534-536 
Woodburn's Orations, I: 18-23, 340-343; Hart, etc., II 
381-394. 

IX. The Stamp Act Congress. 

1 . By whom called ? 

2. Place and length of meeting. 

3. Leaders and their influence. 

4. Petitions and declarations of rights adopt- 
ed. 



AMERICAN REVOLUTION. 69 

a. Rights claimed. 

b. Basis of rights claimed. 
5. Significance of this meeting. 

Ref.— Channing's Students, 168-169; U. S., 52-54; McMaster, 115; 
McLaughlin, 177; Fiske's text, 190-191; Hart's Formation, 
50-53; War of Ind., 53-56; Revolution, I: 21, 22-26; Sloane, 
136-140; Johnston's H. S., 104-105; Thomas, 112; Hart, 
etc., II: 401-404, 407; Tyler's Henry. 69-76; Hinsdale's 
Government, 438-439; Flickinger, 211-212. 

X. Repeal of the Stamp Act and the Passing of the 
Declaratory Act. 

1. Influence of the British merchants. 

2. William Pitt's defense for the colonies. 

3. Benj. Franklin and his influence. 

4. Meaning of the Declaratory Act. 

Ref. — Channing's U. S., 55; McLaughHn, 178; Fiske's text, 191; War 
of Ind., 57-64; Revolution, I: 27; Woodburn's l.ec'kQY, M- 
94; Sloane, 140; Johnston's H. S.. 105-106; Thomas, 113-115; 
Montgomery's L. F., 155-156; Hart's Formation, 53; Chan- 
ning's Students, 169-171; Hart, etc., 11:411; Harper, III: 58; 
VII: 416-417; Morse's FrankHn, 118-132; Hosmer's Samuel 
Adams, 78-91. 

XL The Townshend Acts, 1767-1770. 

1. Name and define each act. 

2. Object of. 

3. Constitutional questions involved. 

4. Resistance by the colonies. 

a. The "Farmer Letters" — the spirit of. 

b. Circular letter of Massachusetts — 
character of — purpose — effect. 



70 TOPICAL ANALYSIS. 

c. The Virginia resolves, 1769. 

d. Non-importation agreements. 

5. Why were many people in England in 
sympathy with the colonies ? 

6. Changes made in 1770. 

a. The principle at stake. 



Ref.— McLaughlin, 180-181; Fiske's text, 194-196; Montgomery's 
L. F., 156-157; Students, 167; McMaster, 117-118; Chan- 
nings Students, 171-176; U. S., 56-60; Thomas, 115-117, 
119; Sheldon, 139-140; Fiske's War of Ind., 64-72; Revolu- 
tion, I: 29-31, 32-35, 42-45, 47-62, 64; Woodburn's 
Leckey, 105-125; Sloane, 142-158; Hosmer's Samuel Adams, 
98-159; Hart, etc., II: 413-417, 423; Harper, VII: 473, 474. 



XTI. The Boston Massacre, 1770. 

1. Cause. 

2. Statement of. 

3. Effect on the colonies. 

4. The historical importance of this event. 



Ref. — McLaughlin, 182-183; Hart's Formation, 56-57; Channing's 
Students, 177-179, U. S., 61-63; Montgomery's Students, 
169-170; Thomas, 118-119; Sheldon, 140-142; McMaster, 
118-119; Sloane, 158; Fiske's War of Ind., 72-76; Revo- 
lution, I: 65-72; Woodburn's Leckey, 127-130; Hosmer's 
Samuel Adams, 184. 



XIIL Burning of the Gaspee, 1772. 

1. Office of the Gaspee. 

2. The circumstances connected with the 
burning. 

3. ''The Commission of Inquiry" — effect of. 



AMERICAN REVOLUTION. 71 

Ref. — Sloane, 160-161; McLaughlin, 183; Hart's Formation, 57-58; 
Thomas, 119; Montgomery's Students, 168-169; Channing's 
Students, 180; U. S.,^64; Woodburn's Leckey, 136. 

XIV. The Committee of Correspondence, 1773. 

1. Origin of. 

2. Its purpose and work. 

3. Its importance. 

Ref.— Shane, 160-162; McLaughlin, 183; Fiske's text, 199-200; War 
of Ind., 78-79; Revolution, I: 76. 79-80; Montgomery's 
Students, 169; Thomas, 120-121; Woodburn's Leckey, 138; 
Hosmer's Samuel Adams, 196-201, 218. 

XV. The Boston Tea Party, 1773. 

1. The tea duty and the EngHsh East India 
Co. 

2. The tea trick. 

3. Tea sent to America, and its reception by 
the colonies. 

4. The action at Boston. 

5. Effect on the other colonies. 

Ref. — McLaughlin, 184; Hart's Formation, 58; Channing's Students, 
181-183; U. S., 65-66; Fiske's text, 200-203; Sheldon, 142- 
143; Montgomery's L. F., 157-158; Students, 169-170; 
Fiske's War of Ind., 79-82; Revolution, I: 81-94; Mc- 
Master, 119-120; Woodburn's Leckey, 133, 153; Hosmer's 
Samuel Adams, 243-256; Sloane, 167-168; Johnston's H. S., 
109-110; Thomas, 121-123; Hart, etc., 11: 431; Harper, 
IX: 31-38; Old South Leaflets, No. 68. 

XVI. The Five Intolerable Acts, 1774. 

1. The spirit in which these acts were passed. 
(McLaughlin, 184.) 

2. The nature and purpose of each act. 



72 TOPICAL ANALYSIS. 

3. Indicate on outline map the boundaries of 
the Quebec Act. 

4. Principles involved. 

5. Effect on Massachusetts. 

6. Sympathy of the other colonies for Massn- 
chusetts — How shown? (Sheldon, 144- 
146.) 

7. Effect on the colonies as a w^hole. 



Ref. — McLaughlin, 184-185; Montgomery's L. F., 158 and footnote; 
Students, 170-171; Hart's Formation, 59-60; Channing's 
Students, 183-184; U. S., 66-67; Fiske's text, 203; War of 
Ind., 83-84; Revolution, I: 95-97; McMaster, 120-121; 
Woodburn's Leakey, 165-175; Thomas, 123-125; Johnston's 
H. S., 110-111; Sloane, 169-171; Flickinger's Government, 
143. 



XVII. The First Continental Congress, 1774. 

1. Its origin and relation to the committee of 
correspondence . 

2. Place of meeting, and length of session. 

3. Colonies represented. 

4. Most noted delegates. (Channing's Stu- 
dents, 185.) 

5. Measures adopted 

a. Addresses. 

b. "The Articles of American Associa- 
tion " — -purpose. 

c. The Declaration of Rights. 

(1) Basis for rights claimed. 

(2) Rights asserted. 



AMERICAN REVOLUTION. 73 

(3) Compare and contrast with dec- 
laration of rights of the Stamp 
Act Congress, 
d. The " Resolution " adopted — its mean- 
ing. (McLaughlin, 187.) 
6. Effect in England. In America. 

Ri:f. — //arf 5 Formation, 60-63; McLanghlm, 185-1S7; Sheldon, 146- 
147; Fiske's text, 204; Revolution, I: 100-110; Chai- 
ning' s Students, 184-187; U. S., 68-69; Montgomery's Stu- 
dents, 171-172; McMaster, 121-122; Woodburn's Leckey, 
180; Sloane, 171-178; Hinsdale's Government, 71, 440-444. 
445-449; Flickinger's Government, 212-213; Johnston's h' 
S., 111-112; Harper, 11:315-316; Tyler's Henrv, 97-101; 
Thomas, 125-127; Hart, etc., II: 434; Hosmef's Samuel 
Adams, see index. 

XVIII. Outbreak of Hostilities, 1775. 

1 . The situation at the beginning of 1775. 

a. In England. 

b. In America. 

2. The conflict at Lexington and Concord 

a. Cause. 

b. Paul Re vere's ride. 

c. The battle. 

d. Effect. 

3. Capture of Ticonderoga and Crown Point 
— Importance of. 

4. 'Justification of the Revolution. (McLaugh- 
lin, 187.) 

"^^Y.— McLaughlin, 187, 189-191; Thomas, 127-129; Channing's Stu- 
dents, 187-188; U. S., 70; Fz^;^^'^ text, 204-205; War of Ind 
85-87; Revolution, I: 120-127, 129, 131; Woodburn's 
Leckey, 198-201, 214; McMaster, 126-128; Montgomery's 
Students, 172-175; McMaster, 126-128; Sloane, 180-191- 
Sheldon, 148-151; Johnston's H. S., 114; Hart, etc., II: 546; 
Harper, V: 369-371. 



TOPICAL ANALYSIS. 

Suggestive Topics for Special Reports. 

1 . Franklin's examination , 

2. Boston massacre. 

3. Samuel Adams. 

4. Committee of Correspondence. 

5. Navigation Acts. 

6. Commerce of the colonies. 

7. Boston Tea Party. 

8. Sons of Liberty. 

9. The English government in 1765. 

10. Battle of Bunker Hill. 

11. Patrick Henry. 



War of the Revolution, 1775=1783. 

A STRUGGLE FOR INDEPENDENCE. 

I Advantages and Disadvantages of the Colonies. 

Ref.— Hart's Formation, 70-73; Sloane, 192-194; Channing's U. S., 
77-79; Students, 192-194; Montgomery's Students, 175-181. 

n. Second Continental Congress, 1775. 

1. Character of its members. (Johnston's 
H. S., 122-123.) 

2. Its relation to the individual colonies. 

3. Powers assumed and exercised. (Hart, 75- 
77.) , 



AMERICAN REVOLUTION, 75 

4. To what extent was its authority recog- 
nized by the individual colonies? 

5. Work of this Congress. 

a. Character of. 

b. George Washington chosen Com- 
mander-in-Chief. 

(1) Reasons for the selection of 
Washino^ton. 

(2) His fitness for the position. 

c. The last appeal to the king, and his 
response. (Channing's U. S., 82.) 

Ref.— Channing's Students, 197-201; U. S., 82; McLaughlin. 191; 
Montgomery's L. F., 162-163; Fiske's text, 205; War of Ind., 
87-90; Revolution, I: 132-133; Hart's Formation, 73-77. 
Hinsdale's Government, 71, 73; Woodburn's Leckey, 205; 
McMaster, 129; Sloane, 195-198; Johnston's H. S., 120-123; 
Thomas, 131-132; Flickinger's Government, 213-214; Lodge's 
Washington, I: 125-132; Hart's, etc., II: 525-530; Harper, 
II: 317-319; X: 210-216. 

III. Attempt to take Quebec, 1775. 

1. Object. 

2. Result. 

IV. Siege of Boston, 1775-1776. 

1. Draw a map of Boston and vicinity. 

2. Advantages and disadvantages of each 
army. 

3. Battle of Bunker Hill. 

a. Fortification of Breeds Hill. 

b. The battle 

c. Results. 



76 TOPICAL ANALYSIS. 

4. Washington in command — His difficul- 
ties. 

5. The British evacuate Boston. 



Ref.— McLaughlin, 191-194; Channing's Students, 194-197; U. S., 
72-82; Montgomery's L. F., 163-166; Students, 181-184; 
Fiske's text, 204, 206; War of Ind., 90-94; Revolution, I: 
136, 138-146, 147, 154, 158, 169-171; Woodburn's Leckev. 
203, 226-234; McMaster, 129-131; Sloane, 199-206; Sheldon, 
152-157; Johnston's U.S., 124-127; Thomas, 132-134; Lodge's 
Washington, I: 133-152; Harper, I: 444-446. 



V. Growth towards Independence. 

1. The early attitude towards independence. 

2. Causes for a change of sentiment. 

a. The refusal of the ''Olive Branch" 
petition by George III. 

b. The early state constitutions. (Flickin- 
ger, 136-147.) 

(1) Causes. 

(2) Source of authority — their rela- 
tion to the Continental Congress. 

(3) The Constitutions of New Hamp- 
shire and Virginia — the character 
and importance of. 

c. The resolution of Virginia, and its in- 
fluence on the other colonies. 

d. Paine's "Common Sense," and its in- 
fluence. 

e. The employment of Hessian soldiers. 

f . Influence of leading men. 



AMERICAN REVOLUTION. 77 

^ g. The authority assumed and exercised 
by the Continental Congress. 
h. Other causes. 

K^-p.— McLaughlin, 194, 196; Thomas, 134-136; Channinp's Students 
198-202; U. S., 83-85; Sloane, 206-226; Montgomery's L. P.' 
166; Students, 184-188; Fiske's Revolution, I: 156-161* 
172-178; Hart's Formation, 74-78, 80-82; Woodburn's 
Leckey, 234-243; McMaster, 155; Johnston's H. S., 130; 
Flickinger's Government, 136-147; Hart, etc., II: 530; 
Hosmer's Samuel Adams, 332-350; American History Leaf- 
lets, No. 11. 

VI. The Declaration of Independence. 

1 . Lee ' s R esolutions . 

a. Nature of each resolution. 

b. Debate on Lee's first resolution. 

c. The vote on Lee's motion. 

2. The committee on drafting a Declaration 
of Independence. 

3. Jefferson's original draft. 

a. His fitness for the work. 

b. To what extent original. 

c. Changes made by the other members. 

(1 ) In the slavery clause. 

(2) Other changes. 

4. Origin of the ideas embodied in the docu- 
ment. I 

a. To what extent American. 

b. To what extent Enghsh. 

5. Its adoption, July 4th, and reception by 
the colonies — " Independence Bell. 



78 TOPICAL ANALYSIS. 

6. Make a study of the document to deter- 
mine the poHtical principles found therein. 

7. State the causes of the Revokition as 
Hven in the Declaration. 

o 

8. The feeling in England towards the 
independence of the colonies. 

Ref.— McLaughlin, 194-196; Sloane, 227-231; Channing's Students, 
203-206, 607; U. S., 85-87; Fiske's text, 209-210; War of 
Ind., 97; Revolution, I: 183-197; Hart's Formation, 
79-80; Mongomery's L. F., 167-168; Students, 185-186; Mc- 
Master, 131-135 and appendix; Sheldon, 158-162; Hins- 
dale's Government, 450-454; Woodburn's Leckey, 244- 
246; Morse's Jefferson, 32-40; McDonnal, 1-5; Flickinger, 
215-217, 307; Johnston's H. S., 131; Thomas, 136-139; Har- 
per, III: 35-57; Woodburn's Orations. I: 24-38, 344; 
Hart, II: 537; Sheldon, 158-162; Old South Leaflets, 
No. 3; American History Leaflets, No. 11. 

VII. Loyalists, or Tories. 

1. Character and standing of the loyalists. 

2. Number and importance in the Revolu- 
tion. 

3. Reasons for their loyalty to the king. 

4. Greatest number, in which colonies, and 
reasons. 

5. Treatment by their countrymen. 

6. Were they patriotic? 

K^Y.—Woodbiiryis Leckey, 259-260, 384, 439, 493, 494; Sloane, 135, 
239; Montgomery s Students, 178-179; Channing's Students, 
224-255; U. S., 92, 97; Fiske's War of Ind., 12, 126; Revo- 
lution, I: 41; Goldwin Smith, 82, 90-95; 5/i^/cfow, 163-166, 
Hart, etc., II; 470-480; Fiske's text, 248-249; Harper, 
IX: 88-90; Hosmcr's Samuel Adams, 274-291. 

VIII. The Struggle for the Hudson and the Middle 

States in 1776. 



AMERICAN REVOLUTION. 79 

1. Draw a map of New York and vicinity. 

2. Reasons for the British wishing to secure 
the Hudson and the Middle States. 

3. Washington's plan for defending New 
York. 

4. The loss of New York city. 

a. Importance of this city. 

b. vStrength of the two armies. 

c. Howe's effort towards conciUation. 

d. The battle of Long Island and the 
results. 

e. Washington's skillful retreat and the 
evacuation of the city. 

5. Battle of White Plains. 

6. The treachery of Charles Lee. 

7. Washington's retreat across New Jersey. 

a. Purpose. 

b. Trace on map. 

c. Importance and result of. 

8. The capture of Charles Lee by the British 

— his true character. 

9. Washington's victories at Trenton and 

Princeton. 

a. Draw a map of the Delaware and 
adjoining country. 

b. Condition of Washington's Army. 

c. The confidence of the British and 
Tories. 

d. The feelincr at hom^e and abroad. 



TOPICAL ANALYSIS, 



e. Describe Washington's victories. 

f. Importance of. 

10. Help from Robert Morris. 

Ret.— McLaughlin, 199-200; Sloane, 238-261; Channing's Students, 
206-207; U. S., 83, 89-90; McMaster, 135-137; Fiske's text, 
216-222; War of Ind., 119-123; Revolution, I: 198-248; 
Montgomery's L. F., 169-175; Students, 186-190; 'Johnston's 
H. S., 131-134; Thomas, 139-142; Sheldon, 166-168; Wood- 
burn's Leckey, 248-280; Hart, etc., II: 484; Harper, V: 470; 
VI: 418-423; IX: 115-117; Lodge's Washington. I: 160- 
179. 

IX. The Struggle for the Hudson and the Middle 
States in 1777. 

1. Draw a map of the Hudson River and 
Lake Champlain. 

2. Plan of the British and its purpose. 

a. What determined the plan. 

b. Objections to the plan. 

c. The EnglivSh preparation for this cam- 
paign. 

d. Why did not General Howe fulfill his 
part of the plan ? 

e. Burgoyne's advance and first successes. 

f. The work of General Schuyler, of Her- 
kimer, Morgan, Arnold and Stark in 
this campaign. 

3. Howe's expedition to Philadelphia. 

a. Reasons for. 

b. Battles between Washington and Howe 
around Philadelphia — results and im- 
portance of. 



AMERICAN REVOLUTION. 81 

c. How did Washington's campaign 
against Howe aid in the defeat of 
Burgoyne ? 
4. Battles near Saratoga and the surrender 
of Burgoyne. 

a. Schu^der superseded by Gates — cause. 

b. Part taken by Morgan and Arnold in 
the final action. 

c. Terms of surrender. 

d. Make a summary of the reasons for 
the failure of Burgoyne. 

e. Results of the surrender of Burgoyne. 

Ref.— McLaughlin. 200-204; Channing's Students, 207-209; U. S., 90- 
93; McMaster, 137-141; Sheldon, 170-172; Montgomery's L. 
F., 176-179; Students, 190-194; Fiske's text, 223-231; War 
of Ind., 123-144; Revolution, I: 249-343; Woodburn's 
Leckey, 313-318, 321-327; Sloaue, 262-281; Hart's Forma- 
tion, 85; Thomas, 142-145; Harper, I: 447-450; IV: 65-66; 
VIII: 89-94; IX: 75-78; Hart, etc., II: 565; Lodge's 
Washington, I: 189-213, 225-231. 

X. The Winter at Valley Forge, 1777-78. 

1. Locate Valley Forge. 

2. Washington and his army. 

a. Their condition — cause — contrast with 
the British. 

3. Congress and the Conway Cabal. 

a. AVeakness of the Continental Congress. 

b. The feeling towards Washington at 
this time. 

c. The Cabal and its failure. 



82 TOPICAL ANALYSIS. 

Ref. — McLaughlin, 205-206; McMaster, 141; Montgomery's L. F., 
180; Students, 194-195; Fiske's War of Ind., 145-150; 
Revolution, II: 25-48, 51-56; Lodge's Washington, I: 210- 
220; Sheldon, 169; Woodhurn's Leckey, 318-321; Sloane, 281- 
287; Thomas, 145-147; Johnston's H. S., 143-144; Harper, 
X: 2-5; Hart, etc., II: 568; Lodge's Washington, I: 210, 
214, 221 ff. 
i 

XL The French AUiance, 1778. 

1. The French Government at this time. 

2. Benj. FrankHn and his influence in France. 

3. The treaties with France — nature of. 

4. France's motives in aiding the Americans. 

5. Effects in Europe; in America. 

6. Lafayette and other foreigners who aided 
the Colonies. 

Ref.— McLaughlin, 204; Channing's Students, 211-212; U. S., 94; 
Thomas, 147-148; Fiske's War of Ind., 144-148; Revolu- 
tion, II: 9-10; Johnston's H. S., 144-145; Hart's Formation, 
85-87; Sheldon, 173-176; Woodburn's Leckey,* 328; Sloane, 
218-220, 288-292; Harper, III: 418-427, 471-472; V: 285; 
IX: 111-112; Hart, etc., II: 485, 574; Lodge's Washington, 
I: 237-263; Morse's FrankHn, 228-276. 

XIL Other Events in the North, 1778-79. 

L Withdrawal of the British from Phila- 
delphia. 

2. Battle of Monmouth and treason of 
Charles Lee. 

3. Capture of vStony Point. 

4. The Massacre of Wyoming Valley. 

Ref.— McLaughlin, 206-207; Johnston's H. S. 145-147, 150; Thomas, 
149-150; Channing's Students, 213; U. S., 95; Fiske's text, 
231-233; War of Ind., 294-299; Revolution, II: 59-71. 
85-90, 112; Sloane. 294-299; Thomas, 149-150; Harper, V: 
337; Montgomery's L. F., 180-181. 



AMERICAN REVOLUTION. 83 

XIII. War in the West, 1778-1779. 

1. The importance of the Mississippi Valley. 

2. History of the West up to this time. 

3. The struggle for the possession of this 
territory. 

4. The work of George Rogers Clark. 

a. Nature of. 

b. Importance of. 

Ref.— McMaster, 143; Sheldon, 177-180; McLaughlin, 242; Fiske's 
text, 233-234; War of Ind., 155-15G; Revolution, II: 
101-109; Montgomery's Students, 197-198; Thomas, 151- 
152; Hinsdale's Old Northwest, ch. ix; Sloanc, 305-307; 
Roosevelt's Winning of the West, I and III: see contents- 
Hart, etc., II: 579; Harper, II: 183-192; Channing's 
Students, 242. 

XIV. War on the Ocean. 

1. Naval warfare, to what extent carried on 
by the Colonists. 

2. Victories of Paul Jones — their importance. 

K1S.Y.— McMaster, 146-149;"' McLaughHn, 207; Montgomery's L. F 
182; Channing's Students, 219-220; Sloanc. ^310-311; 
Thomas, 152-154; Johnston's H. S., 153-155; Fiske's War of 
Ind., 159-160; Woodburn's Leckey, 387; Fiske's Revolu- 
tion, II: 116-129; Harper, V: 188-193; Hart, etc., II: 587. 

XV. War in the South, 1778-1781. 

1. Reasons for the British transferring the 
war to the South. 

2. Plan of the British — contrast with their 
plan in the North. 

3. First successes of the British. 



84 TOPICAL ANALYSIS. 

4. Battle of Camden. 

a. Importance of this place. 

b. The confidence of Gates and his defeat. 

5. Battle of King's Mountain. 

a. Condition of the American cause. 

b. The work of the backwoodsmen. 

(1) Character of these men. 

(2) The battle and its effect. 

Ref. — McLaughlin, 208-209; McMaster, 143-144; Montgomery's L. F. 
181-183; Students, 199-200; Johnston's H. S., 155-161; 
Thomas, 160-161; Hart's Formation, 87-89; Sheldon, 183: 
Fiske's text, 234-235; Revolution, II: 164-195; Roosevelt, 
II: 241-294; Lodge's Washington, I: 264-292; Woodburn's 
Leckey, 383-402; Sloane, 312-324. 

XVI. Treason of Benedict Arnold, 1780. 

1. His services to his country. 

2. Causes of his treason. 

3. Nature of his treason. 

4. Andre — his capture, trial and execution. 

5. Later career of Arnold. 

Ref.— McLaughHn, 210; Channing's Students, 214-216; U. S., 95-96; 
Montgomery's L. F., 183-184; Students, 200-201; Johnston's 
H. S.. 151; Thomas, 159; Sloane, 325-327, 329; Fiske's text, 
237-238; W^ar of Ind., 136, 143, 167-171; Revolution, II: 
206-238; McMaster, 144; Sheldon, 181-183; Woodburn's 
Leckev, 403-418; Harper, I: 159-161, 215-220; Lodge's 
Washi'rgton, I: 273-280. 

XVII. Green in Command in the South. 

1. The situation at the beginning of 1781. 

2. Green's difficulties. 

3. Morgan's victory at Cowpens and its 
importance. 



AMERICAN REVOLUTION. 85 

4. Green's retreat — trace on map — its im- 
portance. 

5. Battle of Guilford Court House and its 
effect on Cornwallis. 

6. Battles of Hobkirk's Hill and Eutaw 
Springs. 

7. Green's rank as general. 

Ref.— Channing's Students, 216-218; U. S., 97-99; McLaughlin 
210-211; Montgomery's L. F., 184-186; Students, 202-205 
McMaster, 144-146; Sheldon, 185; Fiske's text, 238-240 
War of Ind., 172-175; Revolution, 250-268; ^Thomas, 161- 
162; Sloane, 330-336; Woodburn's Leckey, 439; Harper, 
IV: 394-396. 

XVIIL The Yorktown Campaign, 1781. 

1. The situation at the beginning of the 
campaign. 

2. Plans of Cornwallis. 

3. Washington's plans. 

4. Map of Yorktown Peninsula. 

5. The position of Cornwallis at Yorktown. 

6. Aid of the French fleet. 

7. The siege of Yorktown and the surrender 
of Cornwallis. 

8. Results. 

9. Why did England fail to conquer the 
colonies ? 

Ref.— McLaughlin, 211-212; Channing's Students, 218-219; U. S., 
99-101; Montgomery's L. F., 186-188; Students, 205-207; 
Sheldon, 186-189; Fiske's text, 240; War of Ind., 177-181; 
Revolution, II: 273-283; Sloane, 337-347; Johnston's H. S., 
162-165; Thomas, 162-165; Harper, X: 477-488; Hart, 
etc., il: 615-618; Lodge's Washington, I: 293-312. 



86 TOPICAL ANALYSIS. 

XIX. The Treaty of Peace, 1782-1783. 

1. The commissioners of peace and their 
instructions. 

2. The nations interested and their claims. 

3. Jay's suspicions of Spain and France. 

4. Boundaries proposed in the early dis- 
cussion. 

5. The provisions of the treaty in regard to. 

a. Boundaries — indicate on map. 

b. Fisheries. 

c. Private debts. 

d. Compensation of loyalists. 

e. Navigation of the Mississippi River. 

f. Slaves. 



Ref.— McLaughlin, 213-215; Xhanning's Students, 225-231; U. S., 
102-105; Montgomery's L. F., 188-189; Students, 208; Mc- 
Master, 149-151; Fiske's War of Ind., 182; Woodburn's 
Leckey, 465-484; Fiske's Critical Period, 17-49; Sloane, 348- 
369; Johnston's H. S., 165-166; Thomas, 165-166; McDonald, 
15-21; Hart, etc., II: 619-629; Roosevelt, II: 374-381; Har- 
per, IX: 105-108; Lodge's Washington, I: 313-341; 
Morse's Franklin, 358 flf. 



XX. Finances of the Revolution. 

1. The financial difficulties. 

2. The ways in which Congress raised money 
and supplies. 

3. To what extent did the individual colonies 
contribute to the expenses of the war ? 

4. Robert Morris and his services. 



THE CONFEDERATION. 87 

REF.^Fiske's text, 235-237; War of Ind., 161-162; Revolution, 
index; Sloane, 328; Channing's Students, 223; Hart's Forma- 
tion, 89-92; Montgomery's Students, 179-181; Thomas. 154- 
158; McMaster, 198; Hart, etc., II: 594-605; Mort-'^ Frank- 
lin, 294, 303-335. 

XXL Results of the War of the Revohition. 

Ref.— Hart's Formation, 99-101; Channing's U. S., 105. 

Suggestive Topics for Special Work. 

1. Battle of Trenton. 

2. The American loyalists. 

3. Washington as a general. 

4. Benj. Frankhn. 

5. Robert Morris. 

6. Military importance of New York. 

7. Valley Forge. 

8. George Rogers Clark. 

9. The West in the Revolution. 

10. Paul Jones. 

1 1 . Marion and Sumpter. 

12. WilHam Pitt. 



The Confederation, 1781-1789. 

The Formation of the Union. 

1. The relation of the colonies up to 1776. 

2. Change made in the relation of the colo- 
nies by the Declaration of Independence. 

3. The colonies reorganized as states. 



SB TOPICAL ANALYSIS. 

a. By what authority. (Hinsdale's Govern- 
ment, 135.) 

b. The new constitutions. 

(1) Their source and models. 

(2) Leading features of. (Fiske's C. P. , 
71-76.) 

(3) Emancipation Acts. 

c. The change a transitional one — illus- 
trate. 

d. Why were the states more fully 
organized from the first than the 
general government? 

e. To what extent were the states sover- 
eign? (Hinsdale's Government, 69.) 

4. Forces in America that tended to unite 
the colonies. 

5. What causes had tended to keep the 
colonies apart? 

6. Steps that led to the formation of the 
American union. 

a. Early consolidation of colonies — give 
examples of. 

b. The New England Union, 1643. 

c. Penn's Plan of Union, 1697. (Hinsdale, 
431.) 

d. Wars with the French and Indians. 

e. The Albany Congress, 1754. 

f. The Stamp Act Congress, 1765. 

g. The First Continental Congress, 1774. 



THE CONFEDERATION. 89 

h. The Continental Congress, 1775-1781. 

(1) Source of its power. 

(2) Its nature. 

(3) Members — how appointed and 
paid. 

(4) Powers exercised. 

(5) Work done and its importance. 

(6) Time hmit and manner of voting. 
i. The adoption of the flag, 1777. 

j. The war, 1775-1781. 

Ref.— Hart's Formation, 74-77, 81-82, 113-114; Channing's Students, 
236; U. S., 107-108; McMaster, 155; Hinsdale's Government, 
64-75, 423-437; Fiske's Critical Period, 64-78, 90-93; 
Walker's Making, 1-6; Flickingcr's Government, 136-147, 
206-217; Johnston's H. S., 171-172; Harper, II: 315-319; 
IX: 153-154, 155-156, 164-168; American History Leaflets, 
No. 14. 

II. The Articles of Confederation, 1776-1781. 

1. The committee on drafting the articles — 
by whom appointed ? 

2. Why were the states so long in adopting 
the articles? 

3. Importance of their adoption. (Chan- 
ning's U. S., 111.) 

4. Compare and contrast Franklin's plan 
with the report of the committee. (Chan- 
ning's S., 237.) 

5. The nature of the Confederation — the 
different views. (Channing's S., 239, Hins- 
dale's Government, 77-78.) 



90 



TOPICAL ANALYSIS. 



6. Powers granted to the general govern- 
ment. 

7. Powers granted to the states — prohibi- 
tions on the states. (Hinsdale's Govern- 
ment, 72-80.) 

8. Defects in the Articles — make a list — the 
fundamental defect. 



Ref.— McLaughlin, 216-220; Channing's Students, 237-240; U. S., 
108-112; McMaster, 155-159, 163-164; Sheldon, 168; Mont- 
gomery's L. F., 189; Students, 210-211; Hart's Formation, 93- 
95, 103-106; Johnston's H. S., 171-173; Hinsdale's Govern- 
ment, 77-83, 454-456; Fiske's Critical Period, 93-101; 
Walker's Making, 1-15; McMaster, I: 131-135,258; Hart, 
etc., 539; Flickinger, 217-222, 311; Harper, II: 308-314; 
McDonald, 6-15; American History Leaflets, No. 20. 



III. The Western Lands. 



4. 



The claims of the different states. 

a. Represent on outhne map. 

b. Basis for each state's claims. 

c. Arguments against. 
Cessions by the different states. 

a. Made on what conditions. 

b. Importance of these cessions. 

c. The reservations of Virginia and Con- 
necticut. 

The authority of Congress over this 

territory. 

The Ordinance of 1787. 

a. The preliminary plan of Congress. 

b. The final plan. 



THE CONFEDERATION. 91 

(1) Included what territory. 

(2) Nature of the government. 

(3) Most important provisions. 

c. Importance of the Ordinance. (Roose- 
velt, 111:259.) 

Ref.— McLaughlin, 221-224; Sheldon, 199-212; Channing's Students, 
241-249; U. S., 109-111, 113-115; McMaster, 160-162; 
Montgomery's L. F., 191; Students, 209-210; Hart's Forma- 
tion, 107-109; Johnston's H. S., 173-175; Hinsdale's Govern- 
ment, 327-328, 330-333; Old Northwest, 263-279, 40 
Roosevelt, III: 243-263; Fiske's Critical Period, 187-206 
Walker, 39-40; Thomas, 168-169, 182-183; McDonald, 21-29 
Morse's Jefferson, 75-76; Hart, etc., Ill: 138-146, 154-158 
Old South Leaflets, No. 13; Harper, VII: 31-35; IX: 159. 

IV. Causes Leading to the Constitutional Conven- 
tion. 

1 . Weakness of the government. 

2. Financial condition. 

3. Attempts to amend the Articles. 

4. Disputes between states. (Channing's U. 
S., 120.) 

5. Shay's 'Rebellion in Massachusetts. 

a. Cause. 

b. Results. 

6. Foreign relations. 

Rcf.— McLaughlin, 224; Channing's Students, 251-255; U. S., 115- 
122; McMaster, 164; Har's Formation, 103-106, 109-113 
115-117; Johnston's H. S., 175-176, Hinsdale's Government 
82-25; Sheldon, 193-199; Montgomery's L. F., 189-191 
Students, 211-214; Thomas, 169-171; Lodge's Washington 
II; 1-47; Hart, etc.. Ill: 120-137, 177-184, 191-194 
Fiske's Critical Period, 34-186, 211-212; Walker, 14-18 
Flickinger's Government, 226-227; Harper, II: 331; VII 
146-148; American History Leaflets, No. 28. 



TOPICAL ANALYSIS. 



V. The Constitutional Convention, 1787. 

1. Steps leading to the convention. 

a. . Early proposals for a convention. 

b. The conference at Alexandria, 1785. 
(1) Its object and the result. 

c. The Annapolis Convention, 1786. 
(1) Purpose and results. 

2. The Philadelphia Convention, 1787. 

a. Delegates — ^how appointed and their 
instructions. 

b. The personnel of the Convention. 
(Channing's S., 257; Hinsdale, 98.) 

c. Length of the meeting. 

d. Its purpose and the decision. 

e. Plans for a new constitution. 

(1) The Virginia plan — describe in 
full. 

(2) The New Jersey plan — compare 
— contrast with the Virginia plan . 

(3) Other plans. 

f . The three compromises. 

(1) The Connecticut compromise. 

(a) The question in dispute. 

(b) The national party and its 
ideas. 

(c) The state party and its ideas. 

(d) The compromise. (Hinsdale, 
91-93.) 



THE CONFEDERATION. 93 

{2) Compromise on counting slaves. 

(a) As a basis for representation. 

(b) As a basis for direct taxes. 

(c) Arguments for and against. 
(3) The compromise on commerce 

and foreign slave trade. 

3. Compare and contrast the Constitution 
with the Articles of Confederation. 

4. The character of the Constitution. 

a. Its essential features. (McLaughlin, 
229; McMaster, 168, 169.) 

b. Its new features. (McMaster, 169; 
Hinsdale, 118-120, 128; Thorpe, 288; 
McLaughlin, 230.) 

c. Its distinguishing feature. (McLaugh- 
lin, 230.) ^ 

5. The ratification of the Constitution. 

a. By the convention. 

b. By the states, or people. 

(1) Method of ratification. 

(2) Arguments in favor of — argu- 
ments against. 

6. vSources of the Constitution. (McLaughlin, 

232; Hinsdale, 131-132; Thorpe, 283- 
285.) 

7. Growth of the Constitution. (Hinsdale, 
130: Walker, 37-38.) 



94 TOPICAL ANALYSIS. 

REF.—McLaughlin, 224-231; Channing's Students, 255-262, 270-274; 
U. S., 122-125, 130-132; McMaster, 165-169; Montgomery's 
L. F., 191-194; Students, 214-218; Johnston's H. S., 176- 
178, 181-182; Hart's Formation, 118-135; Hinsdale's Govern- 
ment, 87-113, 125-135, 350-351, 462-477; Sheldon, 203-206; 
Fiske's Critical Period, 213-344; Walker, 19-39, 51-61; 
Thomas, 171-177; Flickinger's Government, 227-233; Mc- 
Donald, 29-41; American Orations, I: 39-71; Lodge's 
Washington, II: ch. i; Hart, etc., Ill: 185-190, 195-254; 
McMaster, I: 454-501; Schouler, I: 36-47; Morse's 
Franldin, 401-405; Lodge's Hamilton, 50-84; Morse's 
Jefferson, 92-95; Gay's Madison, 88-128; Fiske's text, 251- 
256. 

VI. The Constitution. 

1. The preamble. 

a. Important points stated. 

b. Commit to memory. 

2. Congress, Article I. 

a. Its organization. 

b. Qualification for representatives and 
senators. 

c. Its powers. 

(1) Joint powers and privileges of the 
two houses. 

(2) Special powers of each house. 

(3) Delegated powers. (Hinsdale, 118- 
121.) 

(4) Implied powers. 

c. Acts prohibited to Congress. 

d. i\.cts prohibited to the states. 

3. The executive, Article II. 

a. Qualifications for President and Vice- 
President. 



ORGANIZATION OF THE GOVERNMENT. 95 

b. Salaries. 

c. Powers and duties of the President. 

d. Duties of the Vice-President. 

4. The judicial department, Article III. 

a. Its character. 

b. Its power and jurisdiction. 

c. Salaries of the judges. 

5. Relation between the states and the 
United States, Article IV. 

a. The relation of the states to each 
other. 

b. The relation of the states to the gen- 
eral government. 

c. The jurisdiction of the general govern- 
ment over territory. 

6. Amendments, Article V. 

7. The Constitution the supreme law of the 
land, Article VI. 

Ref.— McLaughlin, 232; Channtng's Students, 262-270; U. S., 126- 
130; Johnston's H. S., 178-181; Thomas, 177-180; Hinsdale's 
Government, 114-130; McMaster, appendix, 5-6; Walker, 
41-50; Sheldon, 207-210; Fiske's text, 254-256; Flickinger's 
Government, 233-238, 241, 246-247, 255, 259, 264; Senate; 
Harper, VIII: 114-130. 



The United States. 

ORGANIZATION OF THE NEW GOVERN- 
MENT, 1789-1801. 

Washington's Administration^ 1789=1797, 

I. Election of Washington and Adams. 



96 TOPICAL ANALYSIS. 

1. Manner of election. 

2. Their fitness for office. 

3. Washington's journey to New York — 
the inauguration. 

Ref. —McLaughlin, 233-234; Channing's Students, 279-281; U. S., 
135-136; Montgomery's L. F.. 194-196; Sheldon, 211; Mc- 
Master, 170-173; Walker, 62-63; Johnston's H. S., 183, 189- 
190; Stanwood, 8-16; Harper, X: 146-186. 240; Thomas, 
181-182; Lodge's Washington, 11:41-52 (footnote). For a 
complete list of events under the Constitution, see Harper, 
IX: 168-273. 

II. Condition of the United States in 1789. 

1. Geographical extent — represent on out- 
hne map the thirteen states. 

2. Population. 

a. Its distribution — West, North, South 

b. Cities — size and importance. 

3. Means of communication. 

4. Leading occupations. 

a. In the North, in the South. 

b. Which were least developed — cause — 
why so little manufacturing ? 

5. State of the arts and sciences. 

6. The country west of the mountains. 

REF.—Harfs Formation, 137-139; Johnston's H. S., 183-185; 
Walker's Making, 63-72; McMaster, 175-194, I: 1-102; 
Fiske's text, 261-266; Thorpe, 311-327; Hart, etc., Ill: 22- 
26, 53-62. 

III. Organization of the government. 

1 . The first legislation — tariff — purpose. 
(Taussig, 7-17.) 



ORGANIZATION OF THE GOVERNMENT. 97 

2. The executive departments. 

a. Names and duties of each. 

b. Washington's first appointments and 
their fitness. 

c. The President's cabinet. 

(1) Its origin. 

(2) Washington's first cabinet and 
the character of its members. 

3. The judiciary organized. 

a. The Supreme Court. 

b. Circuit Courts — the first three. 

c. District Courts- number and location. 

d. Cases tried by the United States 
Court. 

e. First Chief Justice. 



Ref.— McLaughlin, 235-239; Sheldon, 213; Montgomery's L. F., 196- 
197; Students, 220-221; Chamiing's Students, 286-291 
U. S., 136-140; Walker's Making, 88-94, 97-98; Fiske's text 
270-271; Hart's Formation, 141-146; McMaster, 197-198 
I: 502, 525-545; Schouler, I: 69-119; Lodge's Hamilton 
109-114; Harper, II: 10-13; Sheldon, 213; Thomas, 183 
FHckinger's Government, 285-293; Fiske's Critical Period 
346-351; Hart, etc., Ill: 262-264; Lodge's Hamilton, 276 
Lodge's Washington, II: 61-75. 



IV. Amendments to the Constitution, 1789. 

1. Apply only to the general government. 

2. Reasons for these amendments. 

3. Number and nature of. 

4. Not amendments in the true sense. 



98 TOPICAL ANALYSIS. 

Ref. — McLaughlin, 231 and footnote; Thomas, 184; Montgomery's 
Students, 221; Hinsdale's Government, 352-356; Hart's 
Formation, 142; Walker's, 74-77; Flicktnger's Government, 
280-281. 

V. Hamilton's Financial Measures. 

1. Objects he wished to accomplish. 

2. The origin, nature and amount of the 
public debt. 

3. Hamilton's plan. 

a. In regard to the foreign and domestic 
debts. 

b. In regard to the State debts. 

c. Objections to his plan. 

d. His arguments for its adoption. 

4. The compromise over the assumption of 
the State debts and location of the Nation- 
al Capital. 

5. The excise tax. 

a. Its nature and purpose. 

b. Objections to. 

6. Establishment of a National Bank. 

a. Hamilton's arguments for. 

b. Arguments against. 

c. Strict and broad construction of the 
Constitution as set forth by Jefferson 
and Hamilton. 

d. Organization of the bank. 

7. Show how the above measures strength- 
ened the power of the national govern- 
mxcnt. 



ORGANIZATION OF THE GOVERNMENT. 99 

Ref. — McLaus^hlin, 240-242; HarVs Formation, 147-150; Montgom- 
ery 's"L. F., 197-198; Students, 222-225; Channing's Students. 
288-291, 293-295; McMaster, 198-201. I: 585, 568, II: 25-41; 
Walker's Making, 78-86; Johnston's H. S., 192-193; Fiske's 
text, 268-270; Thomas, 184-186; McDonald, 46-58, 61-98; 
Lodge's Hamilton, 84-135; Hart, etc.. Ill: 276-285; Lodge's 
Washington, II: 104-122; Morse's Jefferson, 97-102; Schouler, 
I: 130-142, 158-202. 

VI. Rise of Political Parties, 1792-1794. 

1. Federalists — leaders and principles advo- 
cated. 

2. Antifederalists or Republicans — leaders 
and political doctrines advocated. 

3. Sections and interests supporting Hamil- 
ton. 

4. The value of political parties. 

Ref.— McLaughlin, 242-245; Hart's Formation, 140, 155-156; 
Thomas, 188-9; Channing's Students, 281-283; McMaster, 
202-203, 205; Walker's Making, 94-96; Johnston's H. S., 195- 
196; Fiske's text, 273-274; Montgomery's Students, 225-226; 
Thorpe, 290-296; Flickinger's Government, 297-300, 302- 
303; Hart, etc.. Ill: 286-292; Morse's lefferson, 112-117, 
124 ff. ; American Orations, I: 75-83; Lodge's Hamilton, 
136-152; Schouler, I: 47-57; Harper, VII: 400-401; Lodge's 
Washington, II: 216ff. 

VII. The Slavery Question, 1789-1798. 

1. Review slavery from 1619. (Harper, VIII : 
204.) 

2. Attitude towards slavery at this time: 
North, South. 

3. An ti- slavery memorials. 

a. Nature of and opposition to. 

b. Action of Congress and its importance. 

LofC. • 



100 TOPICAL ANALYSIS. 



4. Fugitive slave law of 1793 — cause and 
results. 



RBF.—Channing's Students, 291-293; U. S., 143; Johnston's H. S., i 

194; Montgomery s Students, 226-227; McDonald, 58-60; \ 

Hart, etc., Ill: 14-18; McMaster, I: 554, 578; II: 15-20, \ 

219-220; Schouler, I: 144-150; Harper, VIII: 204, 214- \ 

218. 1 



VIII. The Neutrality Proclamation, 1793. 

1. Causes. 

a. The French Revolution — its influence 
in America. (McMaster, II: 89-109.) 

b. War between France and England. 

c. American sympathy for France. 

d. Our treaty relations with France. 

2. Washington's proclamation — purpose. 

3. The Genet episode. 

a. Genet's mission and his reception. 

b. His conduct and the result. 

4. Importance of the proclamation. 



Ref.— McLaughlin, 246-247; Montgomery's L. F., 198-199; Students, 
230-232; Hart's Formation, 157-159; Channing's Students, 
296-298; U. S., 147-148; McMaster, 206-207; II: 98-141; 
Walker's Making, 99-103, 115-118; Johnston's H. S., 196- 
197; Fiske's text, 272; McDonald, 113; Thorpe, 297-298; 
Thomas, 190; Schouler, I: 241-257; Lodge's Washington, 
II: 129 ff. ; Lodge's Hamilton, 153 ff. ; Morse's Jefferson, 
141-152. 

IX. The Whiskey Rebellion, 1794. 

1. Cause and nature of. 

2. Principle at stake and the results. 



ORGANIZATION OF THE GOVERNMENT. 101 

Ref.— McLaughlin, 245; Montgomery's L. F., 202; Students, 232-233 
McMaster, 203-204; II: 41-45; Walker's Making, 123-125 
Johnston's H. S., 197; McDonald, 130-135; Thomas, 187 
Harper, X: 337; Lodge's Hamilton, 180-185; Lodge's Wash- 
ington, II: 120-128; Schouler, I: 214, 275. 

X. Trouble with the Indians, 1791-1794. 

1. Causes. 

2. Nature of the trouble. 

3. Generals Harmar and St. Clair's failure. 

4. General Wayne's victory. 

5. The treaty and its relation to the settle- 
ment of the West. 

Rey.— McLaughlin, 248-249; McMaster, 242; Walker's Making, 103- 
107; Johnston's H. S., 197; Montgomery's Students, 233; 
Fiske's text, 271-272; Thorpe, 302; Thomas, 186-187; 
Roosevelt, IV: chs. i and ii; Lodge's Washington, II: 81-113. 

XI. Jay's Treaty, 1794. 

1. Trouble with England, 1783-1794. 

a. Claims of the United States against 
England. 

b. England's claims against the United 
States. 

2. Qualification of John Jay for this work. 

3. Ratification of the treaty and the oppo- 
sition to it. 

4. Later opinions of this treaty. 

Ref.— McLaughlin, 246, 247, 249-250; Hart's Formation, 160-163 
Channing's Students, 298-301; U. S., 248-249; McMaster 
207-209; Walker's Making, 119-122; Johnston's H. S., 198 
Fiske's text, 272-273; Montgomery's L. F., 202-203; Shi- 
dents, 234-235; McDonald, 114-130; Thorpe, 299-301 
Thomas, 190-191; American Orations, I: 84-130; Harper 
V: 125-128; Hart, etc.. Ill: 315-319; Lodge's Washington 
II: 176-201; McMaster, II: 212, 220, 263. 281; Morse's 
Jefferson, 169-171; Schouler, I: 289-296, 308-317; Lodge's 
Hamilton, 188 ff. 



102 TOPICAL ANALYSIS. 

XII. Treaty with Spain, 1795. 

1. Questions in dispute. 

2. Terms of the treaty. 



Ref. — McLaughlin, 262, footnote; Thomas, 191; Montgomery's Stu- 
^ dents, 236; McMaster, 209; Thorpe, 301 ; Channing's Students, 

302; Walker's Making, 112, 122; Johnston's H. S., 201; Schou- 
ler. I: 322-323. 



XIII. Development of the West, 1790-1800. 

1. History up to 1790. 

2. Population in 1790, and its distribution. 

3. Opportunities in the West. 

4. Influence of the Alleghanies on emigration 
and settlement. 

5. The natural highways to the West. 

a. Trace on outline map. 

b. Advantages of each. 

6. The three streams of westward emigration 
— character and destination of each. 

a. Early hindrances to the northern 
stream. 

7. Admission of Vermont, Kentucky and 
Tennessee. 

a. Represent on outline map with date. 

b. History of each state. 

8. Territories of Mississippi and Indiana 
formed. 

9. Relation of the Western movement to a 
more perfect union. (Walker, 109.) 



ORGANIZATION OF THE GOVERNMENT. 103 

Ref. — McLaughlin, 250; Montgomery's L. F., 199-200; Students 227, 
237; McMaster, 241, 243-244; Walker's Making, 109-111, 
264; Johnston's H. S., 194; Flickinger, 276; Schouler, I: 
238-246; Harper, V; 5-6; Hart, etc., Ill: 97-119; Roose- 
velt, I, 11 and III; see contents and index. 

XIV. Election of 1796. 

XV. Washington's Farewell Address. 

1. Read (Old South Leaflets, No. 4). 

2. His advice to the nation. 

Ref.— McLaughlin, 251-252; Channing's Students, 303-304; U. S., 
149-150; Thomas, 192-193; McMaster, 209; Walker's Mak- 
ing, 132-136; Johnston's H. S., 198-199; Appendix, xi; 
Montgomery's Students, 236-237; Sheldon, 214; Thorpe, 
303; Stanwood, 24-29; Schouler, I: 345-346; //ar/, etc., Ill; 
300-301. 



Administration of John Adams, 1797-1801. 

XVI. John Adams. 

1. His previous history. 

2. His character. 

Ref.— Thomas, 193; Harper, I: 26-33; Schouler, I: 505-512; Morse's 
John Adams, 278-304. 

XVn. Difficulties with France. 

1 . Causes. 

2. Nature of the difficulties. 

3. The X, Y, Z affair. 

a. Character of. 

b. Results. 

4. How did the troubles with England and 
France tend to strengthen the union? 



104 TOPICAL ANALYSIS. 

Re F.— McLaughlin, 252-255; Fiske, 274-276; Montgomery's L. F., 
204; Students, 238-239; Johnston's H. S., 203-204; Mc- 
Master, 210-211; II: index; Channing's Students, 305; U. S., 
151-152, 154-155; Hart's Formation, 166-168; Walker's 
Making, 137-143; Thorpe, 304-306; McDonald. 135-137; 
Thomas, 194-195; Harper, X; 462; Hart, etc.. Ill: 322-326; 
Schuyler, I; 385-402; Morse's John Adams, 278-304; Morse's 
Jefferson, 146-165. 

XV.TU. The Alien and Sedition Acts, 1798 . 

1. The naturaHzation act. 

a. Reason for the act. 

b. Change made. 

2. Ahen Act — nature of. 

3. Sedition Act — cause and character of. 

4. Purpose of these acts. 

5. ConstitutionaHty of these acts. 

6. Effect of these laws. 

Ref.— McLaughlin, 255-256; Johnston's H. S., 204; McMaster, 211- 
212, II: 389-398; Channing's Students, 306-308; Hart's 
Formation, 168-170; Walker's Making, 148-151; Fiske, 277; 
Montgomery s Students, 240-241; Thorpe, 306-307; Thomas, 
195-196; McDonald, 137-148; Harper, I: 101; American 
Orations, I: 131-143; Shouler, I; 434-410. 

XIX. Virginia and Kentucky Resolutions, 1798, 
1799. 

1. Doctrines set forth. 

2. Cause and purpose. 

3. Response of the other states. 

4. Results. 

Ref. — McLaughlin, 256 and footnote, 257; Johnston's H. S., 205 
Channing's Students, 308-310; U. S., 153; McMaster, 212- 
213; II: 417-425; Hart's Formation, 170-171; Walker 
151-155; Montgomery's Students, 242; L. F., 205; Thomas 
■ 195; McDonald, 148-160; Fiske, 277-278; Harper, V: 241- 
246; Hart, etc., ch. Ill: 329-330; Historic Leaflets, No. 15 
Morse's Jefferson, 180-194; Schouler, I: 434-436. 



ORGANIZATION OF THE GOVERNMENT. 105 | 

XX. The Election of 1800. | 

1. Opposition to Adams and the Federalists, j 

2. Election of Jefferson and Burr. \ 

a. Character of Burr. j 

b. The contest and the Twelfth Amend- i 
ment. ' 

3. Cause of the downfall of the Federalists. i 



Re F.— McLaughlin, 257-259; Johnston's H. S., 205; Ftske, 278- 
Thomas, 198; McMaster, 215-216; II: 508-526; Hart's For; 
mation, 171-175; Channing's Students, 312-313; U. S., 155- 
156; Thorpe, 309-310; Stanwood, 30-44; Hart, etc., Ill: 
333-336; Schouler, I: 492-500. 

XXL The Judiciary Act, 1800. 

1 . Character of. 

2. Its object. 

3. Adams's midnight appointments. 

Ref.— McLaughlin, 265; Channing's Students, 314; U. S., 151-159; 
Hart's Formation, 174; Walker's Making, 168-169; Mont- 
gomery's Students, 243; McMaster, II: 532, 533; Schouler, 
I: 500-5.05. 



Suggestive Topics for Special Reports. 

1. Ely Whitney and the cotton gin. 

2. Settlement of the Ohio Valley. 

3. Whiskey Insurrection. 

4. Assumption of the state debts. 

5. Slavery. 

6. Alexander Hamilton. 

7. Jay's Treaty. 



106 TOPICAL ANALYSIS. 

8. The French Revolution. 

9. The Mint. 

10. Postal Service. 



Western Expansion and Foreign Complications, 1801 = 1809. 

ADMINISTRATION OF JEFFERSON, 1801-1809. 

I . Thoma s Jefferson . 

1. Character of Jefferson. 

2. His ideas of government — compare with 
Thos. Hooker and Wm. Penn. 

3. Contrast the political doctrines of Jeffer- 
son and his party with those of the 
Federalists. 

4. In what sense was the election of Jeffer- 
son a political revolution ? 

5. His inauguration — his policy. 

6. His appointments and their qualifications. 

7. His financial policy. 

Ref. — McLaughlin, 260-261; Montgomery's L. F., 206 and footnote; 
Fiske, 279-281; McMaster, 216; Chamting's Students, .332- 
164, 336-337; U. S., 160; Hart's Formation, 176-178, 
182-183; Thomas, 200-201; Johnston's H. S., 210-213; 
Schouler, I; 480-488; II; 1-6; American Orations, I: 147- 
163; Harper, V: 130-136; Hart, etc., Ill: 86-89, 344-351. 

II. Jefferson's Civil Service. 

1. His principles. (Hart, 179.) 

2. Removals from of^ce. 



WESTERN EXPANSION AND FOREIGN COMPLICATIONS. 10/ 

3. Repeal of the Judiciary Act. 

4. Effect of his pohcy. 

Ref.— McLaughlin, 265-266; Channing's Students, 333-336; Hart's 
Formation, 179-182; Walker's Making, 171-173; Channing's 
U. S., 166-167; McMaster, II: 585-586; Schouler, II: 
6-17. 

III. The Louisiana Purchase, 1803. 

1. Indicate on outHne map the territory 
acquired. 

2. Previous history of the territory. 

3. The growth of the West and the import- 
ance of the Mississippi River. 

4. Louisiana ceded by Spain to France, 
1800— the effect on the West. 

5. Napoleon's plans for Louisiana. 

6. The purchase of the territory. 

a. Instruction to the .American envoys 
and their reasons for buying all the 
territory. 

b. Reasons for France selling it. 

c. Did it include West Florida and 
Texas? (Channing's U. S., 340.) 

d. Boundaries and price paid. 

7. Constitutionality of the purchase. 

a. Arguments of the Federalists against. 

b. Arguments of the Republicans. 

8. Its meaning and importance. 

9. Results of the purchase — New England's 
opposition. 



108 TOPICAL ANALYSIS. 

R.EF.— McLaughlin, 261-264; McMaster, 218; II; 620-623; Mont- 
gomery's L. F., 208-209; Students, 247-350; Fiske, 281-282; 
Channing's Students, 337-340; U. S., 169-172; Walker, 177- 
186; Hart's Formation, 185-188; Thomas, 201-204; Sheldon, 
215-217; Johnston's H. S., 214; Harper, I: 15-16; Hart, 
etc., Ill; 363-380; Roosevelt, IV: 258-284; Schouler, 
II; 40-59; Morse's Jefferson, 232-258; Hinsdale's How to 
Study, etc., 258-267. 

IV. The Barbary States, 

1. Condition and practices of these states. 

2. War with TripoH — cause and results. 

Ref.— McLaughHn, 267; Montgomery s L. F., 207-208; Students, 253 
Hart's Formation, 184; Walker, 186-187; Thomas, 207 
Johnston's H. S., 217; Channing's U. S., 169; Harper, I 
99; IX: 124-126; Fiske, 283-284; McMaster, II: 588- 
593; Schouler, II: 17-20. 

V. Hamilton and Burr. 

1. Character of these men. 

2. Death of Hamilton — cause and result. 

3. Burr's conspiracy and trial. 

KBY.—Hart, 184-185, 189-190; McLaughhn, 267-268; Channing's 
Students, 342-343; Walker, 189, 206; Johnston's H. S., 216; 
Roosevelt, IV: 288-307; McDonald, 165-171; McMaster, 
III: index; Schouler, II: 70, 133-141; Lodge's Hamilton, 
245-252. 

VI. Exploration of the West. 

1. Discovery of Columbia River by Gray in 
1792 — importance of. 

2. Lewis and Clark's expedition, 1804-1805. 

a. Jefferson's interest in this expedition. 

b. Its object and the difficulties of the 
journey. 

c. Knowledge gained. 

3. Southwest explored by Pike, 1805. 



WESTERN EXPANSION AND FOREIGN COMPLICATIONS. lOU 

4. Result of these explorations. 

a. Fur trade. 

b. Astoria founded. 

c. Territory claimed by the United States. 

Ref.— McLaughlin, 269-270; Montgomery's L. F., 209-210; Students, 
251-252; McMaster, 219-220; II; 633-635; III: 142-144; 
Fiske, 282-283; Walker, 210; Hart's Formation. 233; Thomas, 
204-206; Sheldon, 217-219; Harper, V; 361-368; Roose- 
velt, IV: 308-343. 

VII. The growth of the West, 1800-1810. 

1. Population in 1800 and its distribution. 

2. The Northwest Territory. 

a. Its rapid settlement — causes. 

b. Its division in 1800. 

c. Ohio admitted, 1803. 

(1) Represent on map with date. 

(2) New principles in its constitution. 

3. Formation of the territories of: 

a. Orleans, 1804. 

b. Michigan, 1805. 

c. Illinois, 1809. 

V.'EY.— Johnston's H. S., 214; Walker, 173-174; McMaster, 244; III: 
134-136; Thomas, 208; Schouler, II: 48. 

VIII. Fulton's Steamboat, 1807. 

1. Its first trip on the Hudson. 

2. Importance of this invention. 

a. In carrying on commerce. 

b. In settling up the West. 

c. In developing a more perfect union. 



110 TOPICAL ANALYSIS. 

Ref. — McLaughlin, 270-271; Montgomery s L. P., 212-213; McMaster 
252-253; III: 487-491; Walker, 206; Thomas, 212-213 
Johnston's, 215; Harper, VIII: 391-393; Schouler, II 
297. 

IX. Struggle for "Free Trade and Sailors' Rights." 

1. War between England and France. 

2. American trade in 1804. 

a. Nature and importance of. 

b. Rule of 1756 — England's policy in re- 
gard to, and her decision in 1805. 
(Channing's U. S., 174-180.) 

3. Impressment of American seamen. 

a. The controversy between England and 
United States. 

(1) Right of search — England's posi- 
tion — The American view. 

(2) The validity of naturalization 
papers. 

(a) The American system — its 
origin. 

(b) The English view and that 
of other countries. 

(c) Its abuse in the United 
vStates and the results. 

b. Desertion from British service — cause. 

c. Extent of impressment and treatment 
of American seamen. 

4. The controversy over contraband of war 
and blockade. 

a. The American position. 



WESTERN EXPANSION AND FOREIGN COMPLICATIONS. Ill 

b. The English position. 

5. French decrees and British orders — char- 
acter of each. 

a. Napoleon's Continental system, 1806. 

b. British orders in council, May, 1806. 

c. The Berlin Decree, Nov., 1806. 

d. Orders in council, 1807. 

e. The Milan Decree, Dec, 1807. 

f. Effect on American commerce. 

6. The Chesapeake outrage, 1807. 

7. Commercial restrictions adopted by the 
United States. 

a. Non-importation Act, April, 1806. 

b. Embargo Act, 1807. 

(1) Purpose and character of. 

(2) The Enforcement Act, 1808. 

(3) Effect on Great Britain, on 
France, on United States. (Chan- 
ning's Students, 349.) 

c. The Non-intercourse Act, 1809. 
(1) Its nature and results, 

Ref.— McLaughlin, 271-275; Fiske, 285-286; Montgomery's L. F.; 
211-212; Students, 256-261; McM aster, 224-228; III: index; 
Channing's Students, 343-351; U. S., 174-183, Walker, 
190-203; Hart's Formation, 191-198; McDonald; 176-183 
Thomas, 210-212; Johnston's H. S., 218-220. Harper, III: 
231-234; V: 17-18, 385-409; Schouler, II: 151-160, 163. 
178-199, 207-209; Morse's Jefferson, 273-276, 286-289, 294, 
ff, ; Gay's Madison, ch. xvi. 



112 TOPICAL ANALYSIS. 

The War for Commercial Independence, 1812=1815. 



MADISON'S ADMINISTRATION, 1809-1817. 

I. James Madison. 

1. His character and policy, 

Ref.— McLaughlin, 275-276; Fiske, 287; Montgomery's L. F., 214- 
215 and footnote; Thomas, 213; Stanwood, 57-63; John- 
ston's H. S., 222; Harper, V: 65-72; McMaster, III: index. 

II. Continued Troubles with England and France. 

1. The Erskine Treaty and its effect. 

2. Napoleon's Rambouillete decree, 
a. Its nature and the results. 

3. Macon Bill, No. 2. 

a. Its provisions. 

b. Trickery of Napoleon. 

4. The President and Little Belt. 

5. Trouble with the Indians. 

a. Causes. 

b. Battle of Tippecanoe. 

Ref.— McLaughlin, 276-279; Hart, 201-203; Montgomery's L. P., 
215-216; Students, 262-264; Walker, 217-221; Channing's 
Students, 351; U. S., 184-188; Fiske, 287-288; McMaster, 
229-230; III; see contents; Thomas, 213; Johnston's H. S., 
222-223; Schouler, II; 313, 335-337, 364-367. 

III. Causes of the War of 1812. 

1. As set forth in the President's proclama- 
tion. (McMaster, 231.) 

2. Other causes. (Channing's Students, 353.) 

3. New political leaders and their influence. 



WAR FOR COMMERCIAL INDEPENDENCE. 113 

4. Attitude of President Madison. 

5. The Henry Letters. (McMaster, III: 
444-447.) 

6. Opposition to war. 

7. How is war declared? (Art. I.) 

8. Power of the President in war. (Art. H.) 

Ref.— McLaughlin, 279-281; Hart, 203-206; Montgomery's L. F. 
216-217; Students, 264-266; Channing's Students, 352-354 
U. S., 188; Walker, 222-225; McMaster, 231; III; 456, 457 
Sheldon, 230-231; Fiske, 288-289; Thomas, 215; McDonal 
183-191; Harper, X: 121; American Orations, I; 210-215 
Schouler, II: 312, 382, 393. 

IV. The Strength of the Two Nations. 

1. Lack of preparation by the United States. 

2. Opposition to the war — cause and nature. 

3. Strength of England. 

4. England and France at this time. 

Ref.— McLaughHn, 282; Hart, 206-209; Walker, 233-234; Channing's 
Students, 357-358; Montgomery's Students, 266-267; Thom- 
as, 216; Johnston's H. S., 224; Schouler, II: 381; Terry's 
EngHsh History, 968-975. 

V. Read carefully the connected account of the 

war before studying the topics. 

VI. War on the Frontier, 1812-1814. 

1. Plan for the war in the West. (McMaster, 
233.) 

a. Hull's surrender of Detroit ar'^ "^he 
failure of the plan — effect. 



114 TOPICAL ANAYLSIS. 

b. Perry's victory on Lake Erie and its 
importance. 

c. General Harrison and the Battle of the 
Thames. 

2. Battle of Chippewa and Lundy's Lane. 

3. McDonough's victory on Lake Champlain 
— its importance. 

4. In the Southwest. 

a. General Jackson and the Creek Indi- 
ans — result. 

Ref.— McLaughlin, 282-283, 284, 287, 288; Montgomery's L. F., 217, 
228; Students, 267, 270-272; Hart, 219; Walker, 234-237- 
239; Channing's Students, 359; U. S., 189; McM aster, 233- 
235; III: 555-559; IV: 31-69, 159, 160; Fiske, 292-299; 
Thomas, 216-218; Johnston's H. S., 225-229, 236-238, 243; 
Schouler, II: 397, 423, 433, 446, 449; Sumner's Jackson, 
26-37. 

VII. War on the Ocean. 

1. Conditions of our navy at the opening of 
the war — contrast with England. 

2. The character of naval warfare at this 
time. 

3. Describe and state the importance of 

a. The fight between the Constitution 
and the Guerriere. 

b. The fight between the Wasp and Frolic. 

c. Cruise of the Essex. (Johnston, 233.) 

d. The fight between the Hornet and the 
Peacock. 

e. The fight between the Chesapeake and 
the Shannon. 



WAR FOR COMMERCIAL INDEPENDENCE. 115 

4. Work of the American privateers — cause 
of. 

5. The number of American victories — 
cause. 

Ref.— McLaughlin, 284, 287; Hart, 210-212; Montgomery's Students, 
268-270; Walker, 230-233; Channing's Students, 360-362; 
U. S., 192-194; McAIaster, 236-237; IV: 70-115; Sheldon, 
232, 234, 235; Fiske, 289-292; Thomas, 218; Johnston's H. S., 
229-232, 233-235; Harper, II: 114-116; Schouler, II: 
434-436. 

VIII. War in the East. 

1. Blockade of the eastern coast. 

2. Burning of Washington. 

a. Buildings burnt — describe. 

b. The excuse of the British for burning 
the capital. 

3. The attack on Baltimore — the Star Span- 
gled Banner. 

Ref.— McLaughlin, 288-289; Hart, 212-214; Walker, 238; Mont- 
gomery's Students, 273; McMaster, 237-238; Thomas, 219; 
Johnston's H. S., 232, 239-241; Channing's U. S., 190-191; 
McMaster, IV: 137-147; Schouler, II: 454. 

IX. Battle of New Orleans, Jan. 8, 1815. 

Ref.— McLaughlin, 290-291; Channing's Students, 359-360; Mont- 
gomery's Students, 276-277; L. F., 223-224; McMaster, 238- 
239; IV; 183-190; Sheldon, 235-236; Fiske, 300; Thomas, 
222; Johnston's H. S., 244-246; Harper, VI: 399;-404; 
Sumner's Jackson, 38-40; Schouler, II: 457, 485-491. 

X. Treaty of Ghent. . 

1. The Commissioners of the United States. 

2. Demands of England in regard to : 
a. The Indians. 



116 TOPICAL ANALYSIS. 

b. Military posts on the Great Lakes. 

3. Terms of the treaty in* regard to : 

a. The conquered territory. 

b. Boundaries. 

c. The fisheries. 

4. Questions at issue not mentioned but 
really settled. 

Ref.— McLaughlin, 291; Walker, 239, 247; Hart, 218-220; Thomas 
223-224; Channing's Students, 363-365; U. S., 194-195 
Montgomery's Students, 277-278; McM aster, 239; IV 
256-276; Johnston's H. S., 246-247; McDonald, 192-198 
Hart, etc., Ill: 426-429; Harper, IX: 119; Schouler, II 
476-484; Morse's J. Q. Adams, 77-98; Stevens' Gallatin, 
305-339. 

XI. New England Opposition to the War. 

1. Cause. 

2. Nature of the opposition. 

3. The Hartford Convention. 

a. States represented. 

b. The personnel of the convention. 

c. Work of the convention. 

(1) Resolutions and remonstrances 
adopted — character of. 

(2) Amendments proposed — doctrir.c 
involved. 

d. Compare the principles given out, 
with those of the Virginia and Ken- 
tucky resolutions. 

4. New England commerce and fishing as a 
cause. 



WAR FOR COMMERCIAL INDEPENDENCE. 117 

Ref.— McLaughlin, 291; Hart, 214-218; Walker, 240-246; Chan- 
ning's Students, 365-367; U. S., 195; Montgomerv's Students, 
274-276; Sheldon, 237-238; Johnston's H. S., 241-242; Mc- 
Donald, 198-207; Thomas, 224-225; Fiske, 300; Harper, 
IV: 302-306; McMaster, IV: 226, 247-259; Schouler, II: 
470. 

XIL Effects of the War On: 

1. Nationality. 

2. Trade and industries. 

3. Our relations with Europe. 

4. Politics. 

5. The constitution. 

6. Internal highways. 

7. Other results. 

Ref.— McLaughlin, 292; Hart, 220-222; Channing's Students, 367- 
368; U. S., 196-197; Montgomery's Students, 278-281; L. 
F., 224; Johnston's H. S., 247-249; Hart, etc.. Ill: 430-433; 
Schouler, 11: 444-492; McMaster, III: 412-415; Walker, 
250-254. 

XIII. New States. 

1. Louisiana admitted, 1812 — opposition by 
the Federalists. 

2. Indiana admitted, 1816. 

3. Locate on map with dates. 

'R.'ET.— Walker, 257; American Orations, I; 180-204. 

XIV. War with Algiers, 1815. 
1 . Cause and result . 

Ref.— Thomas, 225; Walker, 248; McMaster, IV: 351-356; Johnston, 
248. 

XV. A New National Bank, 1816. 

1. Republican opposition to bank. 



118 TOPICAL ANALYSIS. 

2. Causes for Republican change of policy. 

3. Its essential features. 

Ref.— McLaughlin, 292-293; McMaster, 253-256; IV; 292, 309, 
310, 311-314; Thomas, 226-227; Johnston, 249; Walker, 
261-262; Hart, 226-227; Burgess, Middle, 1-8; McDonald, 
207-212; Schouler, II; 493-495; Schurz's Clay, 133, ff. 

XVI. The First Protective Tariff, 1816. 

1. Infant manufactories. (McMaster, 249.) 

2. Causes and purpose. 

3. Arguments for and against protection. 
(Walker, 259.) 

4. Why supported by the South and West — 
position of Calhoun and Clay. 

5. Why opposed in New England — position 
of Webster. 

Ref.— McLaughlin, 293; Fiske, 318; Thomas, 231-232 and footnote; 
Hart, 229-231; Channing's Students, 368-371; Burgess, 
Middle, 8-12; Taussig,l-7, 68-72; Hart, etc.. Ill; 434-436; 
Harper, IX: 7-8; McMaster, IV; 319-350; Schouler, II: 498; 
Von Hoist Calhoun, 33-35; Schurz's Clay, 130. 

XVII. Internal Improvements, 1806-1817. 

1. The demand for roads and canals. 

2. The question of national aid — objection to. 

3. The Cumberland Road, 1806. 

a. The need of better communication 
between the East and West. 

b. Purpose of this road. 

c. Its importance. 

d. Character of the road. 

4. Plans in 1816. 

a. Calhoun's position. 



PERIOD OF NATIONAL GROWTH. 119 

b. Views and action of Madison. (Walker, 
262.) 

Ref.— McLaughlin, 293-294; Montgomery s L. F., 231-232; Students, 
292; Walker, 262; Thomas. 233-235: Schurz's Clay, I: 
39, if; 137, ff; Hart, 227-229; Burgess, Middle, 14-18; Hart. 
etc.. Ill: 436-440; McMaste.-, IV: 397-429; Schouler, 
II: 506; III: 47, 54, 247-251; Von Hoist's Calhoun, 26 
30, 35-40. 



Special Topics for Reports. 

1. Impressment of Seamen. 

2. Hartford Convention. 

3. Cumberland Road. 

4. Fulton's Steamboat. 

5. Lewis and Clark's Expedition. 

6. Erie Canal. 



Period of National Growth, 1817-1829. 

MONROE'S ADMINISTRATION, 1817-1825. 

I. James Monroe. 

1. His previous history. 

2. The era of good feeling. 

a. Why so called. 

b. Cause. (McLaughlin, 260.) 

Ref.— Montgomery's L. F., 225-226; Fiske, 309-310; Hart, 231-232; 
Johnston's H. S., 254, 255; Channing's Students, 371; U. S., 
197: Thomas, 229; Stanwood, 64-78; Harper, VI: 237-248; 
McMaster, IV: index; Schouler, II: 509, 512; III: 1-12, 
201-206. 

II. Westward Movement of Population, 1810-1820. 

1. Conditions in the East causing emigration. 



120 TOPICAL ANALYSIS. 

2. Inducements to go West. 

3. The rush into the West, 1815-1820. 

4. Life on the frontier. 

5. The cotton gin and the southern move- 
ment. 

6 New states admitted. 

a. Mississippi, 1817; Ilhnois, 1818; Ala- 
bama, 1819; Maine, 1820; Missouri, 
1821. 

b. Locate on map, with date of each. 

Ref. —McLaughlin, 297-300; McMaster, 266-274; IV: 381-403; 
426-429; Johnston's H. S., 259; Channing's Students, 373; 
Schouler, III: 22, 99; Roosevelt's Benton, chs. i and ii, 
McLaughlin's Cass, ch. iv. 

III. Relations with Great Britain and Spain, 1818- 
1821. 

1. Treaty with Great Britain, 1818, in re- 
gard to: 

a. Fisheries. 

b. Navigation of the Mississippi. 

c. Northern boundary — map. 

d. Oregon country. 

2. Controversy with Spain. 

a. Over West Florida — nature of. 

b. Condition of East Florida. 

c. Purchase of Florida. 

(1) What it included and price paid. 

(2) Boundaries settled — indicate on 
outline map. 



PERIOD OF NATIONAL GROWTH. 121 

• Ref —McLaughlin, 302; Fiske, 310-311; Montgomery's L. F., 302; 
Students, 283; McMaster, 261-262; IV: 468-483; V: 477- 
479- Hart 233-234; Johnston's H. S., 256; Chanmng's Stu- 
dents 374-377; U. S., 198-200; Thomas, 230-231; Burgess, 
Middle, 19-38; McDonald, 213-219; Harper, I: 16; Hart, 
etc., Ill: 481-483; Schouler, III: 57-61, 68-82, 93-95, 121. 

IV. Extension of Slave Territory. 
1. Slavery before 1820. 

a. Why SO little discussed up to this time. 

b. How was slavery regarded by think- 
ing men, both North and South? 

c. The divergence of the North and 
South in their industrial and social 
life. 

(1) Decline of slavery in the North — 
cause and results. 

(2) Increase of slavery in the South — 
causes and results. (Burgess, 
Middle, 43.) 

(3) The difficulty of Congress in 
making laws suited to the two 
sections. 

d. The seeming necessity of slavery in 
the South. (Burgess, 42.) 

e. The failure of the South to see the evil 
effects of slavery — cause. 

f. The increase of population in the 
North over the South — cause. 

g. Explain how the states west of the 
original thirteen became free or slave 
states. 



122 TOPICAL ANALYSIS. 

Ref. — McLaughlin, 303-306; Fiske, 312-315; Montgomery s L. F., 
227-230; Students, 285-286; McMaster, 274-276; Channing's 
Students, 381-385; Hart, 236-238; Johnston's H. S., 256-257; 
Burgess, Middle, 39-60; McMaster, IV; 555-559; V: index; 
Schouler, III: 134-146; Schurz's Clay, I; 172-178. 

V. The Missouri Compromises, 1820-1821. 

1. The poHcy of admitting states up to 1818. 

2. The dividing hne between free and slave 
states up to this time. 

3. The Missouri Bill and Tallmadge's amend- 
ment. 

a. Arguments for and against. 

b. Constitutional question involved. 

4. The first compromise. 

a. Begin a map showing the extension 
of slave territory. 

b. What did each side give up? 

c. Did the North or South have the ad- 
vantage ? 

5. The second compromise. 

6. Effect of the controversy. 

Ref.— McLaughhn, 305-307; Fiske, 315; Montgomery's L. F., 230- 
231; Students, 285-291; McMaster, 274-276; IV: 570-601; 
Hart, 238-241, Johnston's H. S., 257-258; Channing's Stu- 
dents, 382-385; Burgess, Middle, 61-107; Thomas, 235-238; 
McDonald, 219-226; Harper, II; 195; VI: 209-210; Amer- 
ican Orations, II: 3-101; Hart, etc., Ill: 452-458; Schouler, 
III: 147-171; 178-186. 

VI. The Monroe Doctrine, 1823. 

1. The revolt of the Spanish American colo- 
nies — cause and results. 

2. The Holy Alhance. 



PERIOD OF NATIONAL GROWTH. 123 

3. Danger from Russia on the northwest 
coast. 

4. President Monroe's message and the doc- 
trines set forth. 

5. Origin and growth of the doctrine. 

6. Meaning of. 

7. Effects. 

Ref.— McLaughlin, 307-308; Montgomery's L. F., 232-233; Students, 
293-295; McMaster, 262-264; IV: 570-600; V: 28-47; Hart, 
241-244; Johnston's H. S., 259; Channings' Students, 377- 
381; U. S., 200-204; Thomas, 238-240; Burgess, Middle, 122- 
128; McDonald, 228-20; Hart, etc., Ill: 494-498; Schouler, 
III: 277-292; Oilman's Monroe, ch. viii; Old South Leaf- 
lets, No. 56; American History Leaflets, No. 4. 

VII. The Russian Treaty, 1824. 

1. Russia's claims on the Pacific Coast. 

2. What interests had United States? 

3. Terms of the treaty. 

4. Results. 

Ref.— Channing's Students, 381; Hart, 244; McMaster, V: 18, 20- 
22; Schouler, III: 330. 

VIII. The Tariff of 1824. 

1. The change of the different sections in 
their attitude towards protection. 

2. Arguments for and against protection — 
Clay's ''American policy." 

3. Provisions of the bill and the objections 
to it. 

4. Why did the West favor an increase of 
tariff? (Channing's Students, 385.) 

5. The vote on the bill, and its significance. 



124 TOPICAL ANALYSIS. 

Ref.— McLaughlin, 309; Hart, 247; Channing's Students, 385-386 
Johnston's H. S., 261-262; Burgess, Middle, 108-115; Taus 
sig, 73-78; Montgomery's Students, 296; Harper, III 
441-445; VII: 309-321; McMaster, V: 231-242; Schouler, III 
295-298; Von Hoist's Calhoun, 66-74; Schurz's Clay, I 
212-217. 

IX. The Election of 1824. 

1. Candidates and their views. 

2. Character of the election. 

3. Beginning of new parties. 

4. The method of nominating candidates. 

5. Result of the election. 

Ref.— McLaughlin, 309-310; Fiskc, 311 ; Stanwood, 79-95; Wilson's 
Division, 17-18; Channing's Students, 386-390; U. S., 204- 
205; Burgess, Middle, 131-144; McMaster, 297-300; V: 
55-81; Hart, 248-251; Thomas, 240-242; Montgomery's 
Students, 297-298; Sumner's Jackson, 73, ff; Schouler, III: 
234-237, 267-270, 310, 324. 



Administration of J. Q. Adams, 1825-1829. 

X. John Quincy Adams. 

1. His previous career. 

2. His character and fitness to be president. 

3. His appointment of Clay and the charge 
of corruption. 

4. His pohcy. (McLaughlin, 312.) 

Ref. — McLaughlin, 311-313; Montgomery's L. F., 234 and footnote; 
Students, 298-299; Channing's Students, 390-391; U. S, 
205-207; Johnston's H. S., 263-264; Thomas, 242-243; 
Harper, I: 33-51; Schouler, III: 337-345, 397-401. 

XL The Panama Congress, 1825-1826. 

1. Purpose of this congress. 

2. Invitation to the United States. 

3. Questions to be discussed. (Hart, 252.) 



PERIOD OF NATIONAL GROWTH. 125 

4. The objections to United States taking 
part. 

5. Results. 

Ret.— Channing's Students, 391; Hart, 251-253; Burgess, Middle, 
146-154; Thomas, 245; Monts:omerv's Students, 303; Mc- 
Master, V: 433-459; Schouler, III: 358-366; Sumner's Jack- 
son, 106-108. 

XII. Internal Improvements, 1817-1829. 

1. The demand for better means of com- 
munication. 

2. The Erie Canal. 

a. Governor DeWitt Clinton and his in- 
fluence. 

b. Locate and describe. 

c. Its importance and the results. 

3. The beginning of railroads. 

a. In England. 

b. In America. 

Ref.— McLaughlin, 314-316; Fiske, 317-318; Montgomery s L. F., 
233-236; Students, 299-301; Hart, 253-254; Channing's 
Students, 408; U. S., 211-212; Burgess, Middle, 155-157; 
McMaster, 279-287; IV: 415-418; V: 83, 132-136; John- 
ston's H. S., 264-265; Thomas, 233-235, 245; Schouler, 
III: 346-354; Hinsdale's How to Study, ch. ii. 

XIII. The Indian Question in Georgia. 

1. The agreement of the government with 
the state of Georgia. 

2. The Creek and the Cherokee Indians. 

a. Character of their civilization. 

b. Their treaty with the United States. 

c. Their trouble with Georgia. 



126 TOPICAL ANALYSIS. 

3. The action of Gov. Troup — the doctrine 
of state sovereignty asserted. 

4. The outcome and its importance. 

Ref. — McLaughlin, 317-318; Wilson's Division, 35-38; Channin.^'s ' 
Students, 392; Burgess, Middle, 211-219; Hart, 255-256: 
Johnston, 265; Thomas, 246; McMaster, V: 175-183, 537- 
539; Schoulcr, III: 370-381; Sumner's Jackson, 175-183. 

XIV. The Tariff of 1828. 

1. Why called the tariff of abominations? 

2. The scheme of the politicians. 

3. Character of the bill. 

4. Why favored by the West? 

5. Why accepted by the manufacturers? 

6. Position of Webster and Calhoun. 

7. Opposition in the South — arguments 
against — Calhoun's exposition. 

Ref — McLaughlin, 319-320; Wilson's Division, 55-58; Channing's 
Students, 393; Burgess, Middle, 157-162; Hart, 257-258; 
Taussig, 78-102; Thomas, 247-248; Montgomery's Students, 
305-306; McDonald, 231-237; McMaster, V: 243-262; 
Schouler, III: 420-426; Von Hoist's Calhoun, 76; Schurz's 
Clay, I: 357-365; Lodge's Webster, -154-176. 

XV. The Election of 1828. 

1. The objections to Adams, and the popu- 
larity of Jackson. 

2. Character of the campaign. 

3. Influence of the West. 

4. Meaning of Jackson's election. 

Ref —McLaughlin, 320, 312-313; Wilson, 19-21; Channing's Stu- 
dents, 395-396; Burgess, Middle, 163-165; McMaster, 301 
V: 489-520; Hart, 259-262; Johnston's H. S., 268 
Thomas, 248; Stanwood, 96-101; Schouler, III; 426-439 
Sumner's Jackson, 111-118. 



INDUSTRIAL AND ECONOMIC CONTROVERSIES. 127 

Industrial and Economic Controversies, 1829=1845. 



ADMINISTRATION OF JACKSON, 1829-1837. 

I. Andrew Jackson. 

1. His early career and history. 

2. His character. 

3. Significance of his election. (McLaughlit-, 
323.) 

4. His theory of popular sovereignty con- 
trasted with Jefferson's. (Channing's Stu- 
dents, 400.) 

Kb-b.— McLaughlin, 322-323; Wilson, 23-26, 34-35; Montgomery's L. 
F., 240 and footnote; Students, 307; Channing's Students, 
399-402; Burgess, Middle, 24-38, 135, 139, 141, 163; John- 
ston, 271; Thomas, 250; Harper, V: 92-110; McMaster, 
V: index; Schouler, III; 451. 

II. The Spoils System. 

1. Policy of Jackson's predecessors. 

2. Removals made by Jackson and his rea- 
sons. 

3. Results. 

Ref.— McLaughlin, 324; Montgomery's L. F., 242; Students, 307-309 
Channing's Students, 413-414; U. S., 213; Fiske, 320 
Thomas, 251-252; Wilson, 26-27, 30-34; Hart, etc.. Ill 
531-535; McMaster, V: 526-533; Schouler, III: 453-462 
Sumner's Jackson, 145-148; Schurz's Clay, I: 332-337; II 
183-184. 

III. Jackson's Cabinet. 

1. Character of his appointments. 

2. His kitchen cabinet. 



128 TOPICAL ANALYSIS 

Ref.— McLaughlin, 325; Wilson, 28-30; Thomas, 252-253; Mont- 
gomery's Students, 309; McMaster, V: 520-521; Schouler, 
III: 453, 494; Sumner's Jackson, 141-143. 

IV. State Rights and Nullification, 1828-1833. 

1. The two sections, North and South. 

a. Contrast in interest and give cause. 

b. Their views on slavery, internal im- 
provements, and protective tariff. 

2. John C. Calhoun. 

a. As a leader of the South. 

b. His character as a man. 

c. His early views on the Constitution, 
internal improvements, tariff, etc. 

d. His theories in regard to: 

(1) The right of the general govern- 
ment to pass laws. 

(2) State sovereignty. 

(3) Secession. 

(4) The relation between states. 

(5) Nullification. 

3. The Webster and Hayne Debate, 1830. 

a. The Foot Resolutions. (Wilson, 41.) 

b. The real question discussed. 

c. Hayne 's arguments — ^basis for. 

d. Doctrines set forth by Webster in re- 
ply to Hayne. 

e. Comments on Webster's arguments. 



INDUSTRIAL AND ECONOMIC CONTROVERSIES. 129 

Ref.— McLaughlin, 325-327; Fiske, 321-323; Montgomery's L. F., 
247-248; Students, 309-310; Wilson, 41-47, 49-54; Clian- 
ning's Siudents, 415-418; U. S., 213-216; McMaster, 301- 
304; V: 255-267; Burgess, Middle, 220-232; Johnston's H. 
S., 266, 288-290; Thomas, 254-255; McDonald, 239-259; 
Harper, I: 22-32; IV: (Havne) 339-366; X: (Webster) 257- 
296; American Orations, I: 233-302; Hart, etc.. Ill: 536- 
540; Schouler III: 440-442, 480-488; Von Hoist's Calhoun, 
74-85, 96-106; Sumner's Jackson, 150-263, 185-191; Lodge's 
Webster, 169-204. 

V. Nullification in South Carolina. 

1 . The Tariff Act of 1832— Changes made. 

2. Effect of the tariff on the South — their 
objection to the principle. 

3. Was the nation, as a whole, benefited by 
building up manufactories? 

4. Influence of Calhoun — his letter to the 
Governor of South Carolina — his argu- 
ments. 

5. The ordinance of nullification. 

a. Character of. 

b. Jackson's proclamation. (Wilson, 61.) 

6. The Force Bill — provisions of. (Burgess, 
j 233.) 

7. The compromise tariff of 1833. 

8. Action of South Carolina. 

9. Were the Union and Constitution strength- 
ened or weakened by these events? (Bur- 
gess, 238-241.) 



130 TOPICAL ANALYSIS. 



Ref. — McLaughlin, 328; Montgomery's L. F., 245-246 and footnote; "■ 
248-249; Students, 314-316; Fiske, 323-324; Burgess, Mid- \ 
die, 238-241; Wilson, 59-68; McMaster, 304-305; Thomp- j 
son, 254-256; Channing's Students. 418-422; U. S., 216-219; I 
McDonald, 268-271, 273-289; American Orations, I: 303-319; | 
Hart, etc., Ill: 544-548; Schurz's Clay, II: 9-21; Schouler, 1 
IV: 38-41, 85-109; Sumner's Jackson, 207-223, 281-291; i 
McLaughlin's Cass, 139-149. \ 

\ 

VI . Jackson's War on the United States Bank. ; 

1. Time of expiration of bank charter. \ 

2. Enemies of the bank — cause. (Mc- 1 
Master, 305.) 

3. Jackson's objection to the bank. (Chan- ; 
ning's S., 428.) I 

4. The bill to re-charter and Jackson's veto. [ 

5. The election of 1832. \ 

a. Political parties and their issues. i 

b. First nominating conventions and ; 
party platforms. I 

c. Henry Clay as a leader. i 

d. Result of the election. i 

6. Removal of the deposits, 1833, ! 

a. Advantages of the bank to the govern- ; 
ment and the people. (Channing's Stu- ' 
dents, 430, 431.) \ 

b. The disadvantages of the bank. ' i 

c. The right of the government to with- • 
draw its deposits. ; 

d. Jackson's reasons for the removal of j 
the deposits and the difficulty in hav- ; 
ing it done. i 



INDUSTRIAL AND ECONOMIC CONTROVERSIES. 131 

e. The "Pet Banks." 

f. Censure of the President by the 
Senate. 

g. The increase of State banks — cause 
and character of. 

h. Speculation and the specie circular. 
7. Distribution of the surplus revenues, 1836. 

a. Financial condition of the government 
■ at this time. 

b. Causes of the surplus. (McMaster, 309.) 

c. The 'loan" to the states — conditions 
and method of distribution. 

Ref. — McLaughlin, 329-332; Montgomery's L. F., 245; Students, 
319-323; Fiske, 324-325; McMaster, 305-310; Channing's 
Students, 428-434; U. S., 219-224; Wilson, 69-92; Thomas, 
253-254, 272; Burgess, Middle, 190-209; Johnston's H. S., 
286, 292-293; McDonald, 259-267, 289-303, 306-332; 
Schouler, III: 469-473; IV: 146-170, 182, 229, 259; 
Schurz's Clay, I: 372-383; II: ch. xv; Sumner's Jack- 
son, 225-249, 259-276, 291-321; American Hist. Leaflets, 
No. 24. 

VII. The Anti-slavery Movement, 1831-1838. 

1. Early anti-slavery feeling, 
a.. In the North. 

b. In the South. 

c. Early anti-slavery societies. 

(1) In the North, in the South. 

(2) Doctrines advocated. 

2. William Lloyd Garrison and 'The Liber- 
ator." 

a. His radical position and its effect on 
the South. 



132 TOPICAL ANALYSIS. 

b. His influence in the North. 

3. Nat Turner's insurrection and its effect. 

4. Formation of the New England and the 
American Anti- slavery societies. 

a. What they advocated. 

b. Constitution of the American society. 
(McMaster , 313, footnote Montgomery ' s 
Students, 313.) 

c. Effect of this new movement — growth 
of anti-slavery societies. 

5. Abolition documents and the mails. 

a. Effect on the South. 

b. Action of the people in the North. 

6. Slavery petitions in Congress. 

a. The ''gag resolution." (Channing's Stu- 
dents, 425.) 

b. Constitution on right to petition. 

c. Calhoim and slavery. 

7. Murder of Lovejoy. 

8. Growth of anti-slavery sentiment in the 

North — effect on the South. 

Ref.— McLaughlin, 342-345; Fiske, 334-337; Montgomery s L. F. 
242-245; Students, 311-314; Channing, 423-427; Thomas, 
267-270; Wilson, 117-121; McMaster, 312-314; Burgess, 
Middle, 242-277; McDonald, 304-305; Harper, I: 9-11; 
IV: 30-35; Schouler, IV: 203-228, 296-302, 308; Schurz's 
Clay, I: 301-307; II: 79-85; Sheldon, 242-244; Morse's 
J. Q. Adams, 243-301; Von Hoist's Calhoun, 124 ff; 
166-183. 

VIII. New States Admitted. 

1. Arkansas, 1836 ; Michigan, 1837. 



INDUSTRIAL AND ECONOMIC CONTROVERSIES. 133 

2. Locate on outline map. 

Ref.— Sumner's Jackson, 379-381; Burgess, Middle, 220: Schouler 
IV; 229. 

IX. Industrial, Intellectual and Social Develop- 
ment, 1829-1841. 

1. Industrial progress. 

a. Inventions — kinds, and their import- 
ance. 

b. Improvement in transportation — 
growth of railroads. 

c. Importance of railroads. 

(1) In settling up the West. 

(2) In building up industries. 

(3) In breaking down local preju- 
dices. 

(4) In estabHshing national sove- 
reignty. 

d. Effects of the application of steam and 
electricity. (Thomas, 260.) 

2. Intellectual progress. 

a. American literature. 

(1) Noted writers and their works. 

(2) Importance of. 

b. Education. 

(1) Growth of common schools and 
higher education. 

(2) EstabHshment of normal schools. 

(3) Newspapers, and their import- 
ance. 



134 TOPICAL ANALYSIS. 

3. Social development. 

a. Religious progress and its influence. 

b. Temperance reform, and the results. 

c. Establishment of asylums. (Thomas, 
265.) 

d. Growth of democracy and patriotism. 

e. The development of free institutions. ' 

4. To what extent did the slave states share 
in this progress ? (Channing, 413.) 

Ref.— McLaughlin, 332-337; Fiske, S26-S29 ; Montgo^nery's L. F., 237- 
240, 249-252; Thomas, 258-266; McMaster, 285-291 
Channing' s Students, 403-412; Johnston's H. S., 272-282 
Wilson, 2-8, 102-111; Hart, etc.. Ill; 509-526, 561-567 
Morse's Lincoln, chs. I-III. 



Administration of Van Buren, 1837=1841. 

X. Martin Van Buren. 

1. His election. 

2. His previous political career. 

3. His character and policy. 

Ref. — McLaughUn, 339; Montgomery's Students, 325-326; John- 
ston's H. S., 292; Thomas, 271; Burgess, Middle, see index: 
Harper, X; 6-22; Schouler, IV; 274. 

XI. The Panic of 1837. 



1. 


Causes. 


2. 


To what extent was Jackson to blame? 




The people ? 


3. 


Character of the panic. 


4. 


Attitude of Van Buren. 



INDUSTRIAL AND ECONOMIC CONTROVERSIES. 135 

Ref. — McLaughlin, 339-341; Montgomery's L. F., 252-254; Stu- 
dents, 326-328; Fiske, 329-330; Johnston's H., 292-296; 
Thomas, 272; McMaster, 310-311; Wilson, 93-94; Burgess, 
Middle, 284; Schouler, IV; 276-281; Schurz's Clay, H; 
ch. xix; Roosevelt's Benton, ch. ix; Shepard's Van Buren, 
ch. viii. 

XII. The Second Seminole War, 1835-1842. 

Ref.— Wilson, 100-101; McLaughlin, 345; Schouler, IV; 319; 
Sumner's Jackson, 322-342. 

XIII. The Independent Treasury. 

1. Origin of the idea. (Burgess, 285.) 

2. Advantages of the plan. 

3. Objections to the plan. 

Ref. — McLaughlin, 341; Montgomerv's L. F., 254-255; Students, 
328-329; Fiske, 330; Burgess, Middle, 284-286; Channing's 
Students, 434-435; U. S., 224; McMaster, 311-312; Wilson, 
94-98; McDonald, 358-364; Schouler, IV; 283-285,324. 

XIV. Election of 1840. 

1. Parties and political issues. 

2. Character of the candidates. 

3. Method of the campaign. 

Ref. — McLaughlin, 345-348; Montgomery's L. F., 258 and footnote; 
Students, 334; Channing's Students, 435-436; Stanwood, 
123-137; Fiske, 331; Thomas, 275; Burgess, Middle, 286; 
Schouler, IV; 328-340, especially 335-340; Shepard's 
Van Buren, 327-338; Schurz's Clay, II; 170-197; Wilson, 
101. 



Administration of Harrison and Tyler, 1841-1845. 

XV. William Henry Harrison. 

1. Sketch of his life. 

2. Beginning of his administration. 

3. Death of the president. 



136 TOPICAL ANALYSIS. 

Ref.— McLaughlin, 348-349; Thomas, 276; Wilson, 133-134; Chan- 
ning's U. S., 225; Harper, IV; 264-279; Schouler, IV; 
359-364. 

XVI. John Tyler. 

1. His political principles. 

2. His policy. (Wilson, 136.) 

3. Break between the president and the 
Whigs — cause. 

Ref.— McLaughlin, 349-350; Fiske, 381-382; Channing's Students, 
437; Montgomery's Students, 335-336; Johnston's H. S., 
301-302; Thomas, 276-277; McMaster, 316; Wilson, 135- 
139; Burgess, Middle, 286-287; Harper, IX; 137-146; 
Schouler, IV; 367-393. 

XVII. The Tariff of 1842. 

1. Cause of a new tariff. 

2. Provisions of the Act. 

Ref.— Channing's Students, 438; Wilson, 140; Johnston's H. S., 302; 
Taussig, 111-114; Schouler, IV; 406-414. 

XVIII. The Webster-Ashburton Treaty, 1842. 

1. The Northwestern Boundary dispute. 

a. Nature of the dispute. 

b. The settlement. 

2. Other questions settled. 

Ref. — McLaughlin, 350-351; Channing's Students, 438-440; Mont- 
gomery's L. F., 259; Students, 337-338; Johnston's H. S., 
297-303; Thomas, 277-279; McMaster, 316-317; Wilson, 
480; McDonald. 335-342; McMaster, V; 463-476; Schouler, 
IV; 316, 396-400. 

XIX. The Dorr RebelHon, 1841-1842. 

1. Causes. 

2. Nature of the rebellion. 

3. Results. 



INDUSTRIAL AND ECONOMIC CONTROVERSIES. 137 



Ref. — McLaughlin, 352; Fiske, 332; Thomas, 279-280; Johnston's 
H. S., 307; Montgomery's L. F., 259; Students, 336-337; 
Wilson, 161; Schouler, IV; 462. 

XX. The Anti-Renters, 1844. 

1. Review the Dutch patroon system. 

2. The Patroon War, and the compromise. 

Ref.— McLaughlin, 352; Fiske, 333; Thomas, 280; Johnston's H. S. 
307. 

XXI. The Mormons, 1827-1844. 

1. Story of their origin. 

2. Their home in Missouri, Ilhnois, and in 
Utah. 

3. Result of the movement. 

Ref.— Montgomery's L. F., 255-256; Students, 329-331; Johnston's 
H. 'S., 297; Thomas, 282-284; Fiske, 333; Harper, VI; 
269-276; Schouler, IV; 546. 

XXII. The First Telegraph, 1844. 

1. S. F. B. Morse, and his invention. 

2. Results. 

Ref.— McLaughlin, 353; Thomas, 262-263, 281; Montgomery's L. F., 
260; Students, 343-344; Johnston's H. S., 305-306; Hart, 
etc., Ill; 571-573; Sheldon, 252-253; Schouler, IV; 499. 



Suggestive Topics for Special Reports. 

1. Northeast Boundary dispute. 

2. Webster-Hayne debate. 

3. Nulhfication. 

4. Daniel Webster. 

5. Henry Clay. 



138 TOPICAL ANALYSIS. 

6. John Calhoun. 

7. The Bank controversy. 

8. Erie Canal. 



Territorial Expansion and Extension of Slave 
Territory, 1845=1861. 

I. Election of 1844. 

1 . Parties and issues. 

2. Candidates. 

3. The election and results. 

Ref.— McLaughlin, 354-356; Wilson, 145-147; Channing's Students, 
446; U. S., 229; Johnston's H. S., 307-308; Stanwood, 140- 
160; Schoulcr, IV; 471-478. 

II. Annexation of Texas-, 1845. 

1. History of Texas, up to 1837. 

a. Attempts of United States to buy, 
1827, 1829. 

b. Texas and Mexico. 

c. Land grant to Moses i\ustin. 

d. Settlers from the Southern States. 

e. Local government of Texas. (Burgess, 
291.) 

f. The Revolution — cause and results. 

g. Recognition of the independence of 
Texas. 

2. Texas annexed to the United States. 

a. By whom favored ? 

b. By whom opposed? — Reasons. 

c. Method and conditions of annexation. 



EXTENSION OF SLAVERY. 139 

d. Size of territory acquired — represent 
on map of territorial growth. 

e. Effect on the North. 

Re F.— McLaughlin, 356-358; Montgomery's L. F., 2G2; Students, 
339-342; McMaster, 320-322, 325; Wilson, 141-145; Chan- 
ning's Students, 443-447; U. S., 228-229; Fiske, 337-338; 
Johnston's H. S., 304-305; Thomas, 285-286. 287; Burgess. 
Middle, 290-310; 318-323; McDonald, 343-345; Harper, I; 
16-17; TX; 53-60; Sheldon, 261-266; Von Hoist, Calhoun, 
22-245; Schouler, III; 245-256, 302, 441-449, 457, 481-487. 



Administration of Polk, 1845-1849. 

III. James K. Polk. 

1. Character of. 

2. The four objects he wished to accomphsh. 

Ref.— McLaughlin, 359-360; Thomas, 286-287; Harper, VII; 238- 
249; Schouler, IV; 495-501. 

IV. The Oregon Question, 1844-1846. 

1. Nature of the dispute. 

2. Territory claimed by each nation. 

3. Basis of each nation's claim. 

4. Emigrants and missionaries from the 
United States — Influence of Dr. Whitman. 

5. The compromise. 

6. Represent on map territory acquired. 

Ref.— McLaughlin, 360-361; Montgomery's L. F., 263-265; Students, 
345-348; Fiske, 333-334; Wilson, 147-148; McMaster, 
322-324, 326; Channing's Students, 449-450; U. S., 232-234; 
Johnston's H. S., 303, 311; Thomas, 294; Burgess, Middle, 
311-317; McDonald, 355-358; Sheldon, 256-260; McMaster, 
V; 477-483; Schouler, IV; 504-512; Von Hoist, Cal- 
houn, 261-274; Roosevelt, Benton, 278-289; Hinsdale's 
How to Study, 269-273. 



140 TOPICAL ANALYSIS. 

V. The Mexican War, 1846-1848. 

1. Causes. 

a. Slavery as a factor. 

b. The desire to obtain Cahfornia as a 
cause. 

c. The geography of the country as in- 
fluencing. 

d. Westward movement of population 

e. Boundary dispute. 

2. Declaration of war by the United States. 

3. Lincoln's '' Spot resolution. " 

Ref.— McLaughlin, 361-364; Fiske, 339; Montgomery's L. F., 265; 
Students, 348-349; McMaster, 326-327; Channing'slStu- 
dents, 447-449; U. S., 230-232; Johnston's H. S., 312-314; 
Thomas, 289; Burgess. Middle, 327-329; McDonald, 346- 
355; Harper, VI; 168-170; Sheldon, 267-275, 518-527; 
McLaughlin, Cass, 230-236; Von Hoist, Calhoun, 317-335; 
Roosevelt, Benton, 318-339. 

4. Campaigns of the war. 

a. General Taylor's attack upon Mexico 
from the north. 

b. General Kearny's attack upon New 
Mexico. 

c. General Scott's march to the City of 
Mexico. 

d. Capture of California. 

e. Character and influence of the war. 

Ref.— McLaughlin, 365-368; Montgomery's L. F., 266-268; Students, 
349-353; Wilson, 150-152; Johnston's H. S., 315-320; Mc- 
Master, 327-329; Thomas, 290-292; Burgess, Middle, 329- 
334; Harper, V; 170-174; Schouler, V; 528-537, 549; V; 
1-61. 



EXTENSION OF SLAVERY. 141 

5. The Wilmot Proviso, 1846. 

a. Nature of. 

b. Principle involved. 

Ref.— McLaughlin, 368; Wilson, 152-154; McMaster, 329; Chan- 
ning's Students, 455; Johnston's H. S., 322; Montgomery's 
Students, 355-356; Thomas, 298; Burgess, Middle, 335-336; 
Schouler, IV; 543-544. 

6. Treaty of Guadalupe Hidalgo. 

a. Terms of peace. 

b. Represent on map territory acquired. 

K^Y.— McLaughlin, 368-369; Fiske, 340; Montgomery's L. F., 269; 
Students, 354; Wilson, 152-153; McMaster, 333; Johnston's 
H. S., 321; Thomas, 293; Burgess, Middle. 337-339; Mc- 
Donald, 365-372; Channing's Students, 448-449; Harper, 
I; 17: IX; 113; Schouler, V; 84.87-90. 

VI. The Walker Tariff and the Independent Treas- 

ury Act. 

1. Character of the tariff, and the results. 

2. Provisions of the Independent Treasury 

system. 

Ref. — Channing's Students, 451-452; Wilson, 154-155; Montgom- 
ery's Students. 355; Thomas, 296; Schouler, IV; 515. 

VII. Election of 1848. 

1. The slavery question as an issue. 

a. Position of the South on extension of 
slavery. 

b. The division of the North over the ex- 
tension of slavery. 

c. The new doctrine announced by Lewis 
Cass. 



142 TOPICAL ANALYSIS. 

d. The four propositions regarding slav- 
ery extension. 

2. Parties in the election, and the views of 
each. 

3. Candidates, and the results. 

Ref.— McLaughlin, 371-374; Wilson, 155-160; McMaster, 334-336; 
Channing's Students, 455-457; Johnston's H. S., 323; Mont- 
gomery's Students, 361; Thomas. 299-300; Burgess. Middle, 
344-345,349; Stanwood, 161-177; Schouler, V; 100-110. 

VIII. Admission of New States. 

1. Texas and Florida in 1845, Iowa in 1846, 
Wisconsin in 1848. 

2. Represent on map, with date of each. 

Ref. — McLaughlin, 376; Montgomery's Students, 361; Schouler, 
IV; 488. 



Administration of Taylor and Fillmore, 1849-1853. 

IX. Zachary Taylor. 

1. Life of, up to this time. 

2. Character of. 

Ref. — McLaughlin, 375; Montgomery's Students, 362; Thomas, 299; 
Harper, IX; 22-31; Schouler, V; 147-148. 

X. Discovery of Gold in California, 1848. 

1. Story of the discovery. 

2. The great rush to California. 

a. Routes of travel. 

b. Character of emigrants. 

3. Early government. (Sheldon, 288-289.) 
4 President Taylor's policy. 



EXTENSION OF SLAVERY. 143 

5. State constitution adopted. 

6. Results of the discovery of gold in Cali- 
fornia. 

Ref.— McLaughlin, 376-377; Montgomery's L. F., 269-271; Students, 
357-359; Sheldon, 376-380; Fiske, 340-341; McMaster, 
337-338; Channing's Students, 453, 457-459; U. S., 235-237; 
Johnston's H. S., 323-324; Thomas, 297, 300; Burgess, 
Middle, 345-353; Schouler, V; 130-145. 

XI. Clayton-Bulwer Treaty. 

K^Y.— Wilson, 173-174; McDonald, 376-377; Harper, II; 201; 
Schouler, V; 174. 

XII. Compromise of 1850. 

1. Difficult questions before Congress. (Mc- 
Laughlin, 377.) 

2. Clay's compromise measures. 

3. Speeches of Clay, Webster, Calhoun and 
Seward — arguments of each. (Channing's 
Students, 461.) 

4. Compromise as finally effected — What did 
each side give up? 

5. Results of the compromise. 

6. Did the compromise favor the North or the 
South? 

Ref.— McLaughlin, 377-381; Montgomery's L. F., 272-274 and foot- 
note; Students, 362-366; Fiske, 349-353; McMaster, 338- 
341; Channing's Students, 459-462; Johnston's H. S., 327- 
329; Wilson, 165-174; Thomas, 300-302; Burgess, Middle- 
354-364; McDonald, 378-385; American Orations, II; 123- 
218; Harper, VII; 21; Vill; 280-284; Sheldon, 291-295; 
Schouler, V; 145, 161-167, 178-184; 198-199; Schurz's 
Clay, II; 315-369; McLaughlin's Cass, ch. ix; Lodge's 
Webster, 299-322. 



144 TOPICAL ANALYSIS. 

XIII. The Fugitive Slave Law. 

1. Constitutional provisions for such a law. 
(Art. IV, Sec. 2.) 

2. Provisions of the law. (McMaster, 341.) 

3. The feeling in the North and the opposi- 
tion to the law. 

4. Was this law a blunder of the South? 

Re F.— McLaughlin, 381-382; Fiske, 354-357; Montgomery's Stu- 
dents, 366-368; L. F., 275; Channing's Students, 462-463; 
McMaster, 341-343; Johnston's H. S., 330-331; Wilson, 174- 
177; Thomas, 302-303; Burgess, Middle, 365-379; Chan- 
ning's U. S., 241-242; McDonald, 385-389; Harper, III: 
486; Sheldon, 295-298; Schouler, V: 204; Von Hoist's 
Calhotm, 291-309, 337-346; Schurz's Clay, II; 369-372, 
391. 

XIV. Death of President Taylor. 

XV. Millard Fillmore— His Character. 

Ref. — McLaughlin, 382; Montgomery's Students, 366; Harper, III; 
360-365; Schouler, V: 187. 

XVI. ^'Uncle Tom's Cabin," 1852. 

1. Character and purpose of the book. 

2. Its place in literature. 

3. Sale and influence of the book. 

Ref. — McLaughlin, 384; Channing's Students, 464; Montgomery's 
L. F., 275-276; Students, 368-369; Fiske, 357; Schouler, 
V: 247. 

XVII. The Election of 1852. 

1. Nominations and platforms. 

2. The results. 

Ref.— McLaughhn, 385-386; Fiske, 353; Channing's Students, 464; 
Johnston's H. S., 332; Wilson, 178-180; Montgomery's 
Students, 369-371; Thomas, 306-307; McMaster, 346; 
Stanwood, 178-191; Schouler, V: 239-249. 



EXTENSION OF SLAVERY. 145 

Administration of Pierce, 1853=1857. 

XVIII. Franklin Pierce. 

1. His character. 

2. His views on slavery. 

Ref. — McLaughlin, 386; Thomas. 307; Montgomery's Students. 371; 
Harper, VII: 202-208; Montgomery's L. F., 277 and foot- 
note. 

XIX. The Gadsden Purchase, 1853. 

1 . Boundaries — indicate on map. 

2. Why made, and the cost. 

Ref. — McLaughlin, 369, footnote; Channing's Students, 483; Mc- 
M aster, 334; Thomas, 293, footnote; Montgomery's Stu- 
dents, 354; Wilson, 188-189; McDonald, 390-395; Schouler, 
V: 296. 

XX. First Treaty with Japan, 1853-1854. 

1. Relation of Japan with the rest of the 
world up to this time. 

2. Nature and importance of this treaty. 

3. Results. 

Ref. — Johnston's H. S., 335; Montgomery's L. F., 278; Students, 
380-381; Thomas, 308; Schouler, V: 255,314. 

XXI. The Ostend Manifesto, 1854. 

1. The desire of the South for more territory. 

2. The desirability of Cuba and Central 
America. 

3. Action of the American ministers in regard 
to Cuba. 

Ref.— McLaughlin, 387-388; Thomas, 312; Montgomery's Students, 
381; Wilson, 189-190; Fiske, 358; Johnston's H. S., 335; 
McDonald, 405-412; Schouler, V: 312. 



146 TOPICAL ANALYSIS. 

XXII. The Kansas-Nebraska Act, 1854. 
L Origin and purpose of the act. 

2. Nature of the act, or provisions of the bill. 

3. Popular sovereignty as defined in the 
Act (Channing's Students, 468; Wilson, 
184.) 

4. The debate on the bill — arguments for and 
against. 

5. Its relation to the Missouri Compromise. 

6. Defects in the act. 

7. Effect of the bill on the North. 

8. Indicate on your map the new territory 
opened up to slavery. 

Ref.— McLaughlin, 388-391; Sheldon, 299-300; Fiske, 358; Mont- 
gomery's L. F., 278-279; Students, 372-376; McMaster, 346- 
347; Channing's Students, 465-468; U. S., 243-246; Thomas, 
309; Roosevelt's Benton, 349-490; American Hist. Leaflets, 
No. 17; Wilson, 182-185; Johnston's H. S., 337; Burgess, 
Middle, 380-406; McDonald, 395; Harper, V; 202-205; 
Schouler, V: 280-292, 301. 

XXIII. Rise of the Republican Party, 1854. 

1. Origin and principles of the new party. 

2. Made up from what other parties? 

3. Where first organized — why here? 
■ 4. Its rapid growth — to what due? 

Ref.— McLaughlin, 391-392: Channing^'s Students, 471-473; U. S. 
245; McMaster, 354; Thomas, 315; Wilson, 187-188 
Johnston's H. S., 337-338; Fiske, 360; Sheldon, 300 
Schouler, V: 349; McLaughlin's Cass, 294-304. 

XXIV. The Struggle for Kansas, 1853-1861. 

1. Disadvantages of slaveholders in settling 
in Kansas — ''Sons of the South." 



EXTENSION OF SLAVERY. 147 

2. Free emigration to Kansas. 

3. Election in Kansas, in 1855 — character of 
ar.d the result. 

4. The Topeka Convention. 

5. Civil war in Kansas. 

6. Assault upon Sumner and the result. 

7. Lecompton Constitution and the final 
result. 

Ref. — McLaughlin, 393-396; Montgomery's L. F., 279-281; Students, 
376-380; Channing's Students, 469-471; U. S., 247-250; 
McMaster, 347-352, 357-358; Thomas. 313, 315-316; Wil- 
son, 185-186, 189-200; Johnston's H. S., 338-340; Burgess, 
Middle, 407-474; McDonald. 413-415, 435-437; Harper, V; 
205-218; Schouler, V; 320-3^3, 343, 357, 383-385. 

XXV. The Election of 1856. 

1. Parties and platforms. 

2. The result and its meaning. 

Ref.— McLaughlin, 396-397; Fiske, 362; Channing's Students, 473- 
474; McMaster, 352-355; Thomas, 316; Montgomery's 
Students, 381-382; Wilson, 190-193; Johnston's H. S., 340- 
341; Stanwood, 192-213; Schouler, V; 349-356. 



Administration of Buchanan, 1857-1861. 

XXVI. James Buchanan. 

1. His public career. 

2. His character. 

Ref.— McLaughlin, 398; Thomas, 318; Harper, I; 431-435; 
Schouler, V; 371-374. 

XXVn. The Dred Scott Case, 1857. 

1. Nature of the case. 

2. The decision of the Supreme Court. 



148 TOPICAL ANALYSIS. 

3. Effect of this decision. 

4. Indicate on map territory opened to 
slavery by this decision. 

Ref.— McMaster, 399-401; Channing's Students, 474-475; U. S. ' 
251; Montgomery's L. F., 282-283; Students. 383-385' 
McMaster, 355-356; Thomas, 316-317, footnote; Wilsorr 
197-198; Johnston's H. S.. 350; McDonald, 416-435; Morse's 
Lincoln, I; 103,104; Schouler. V; 376. 

XXVIII. Panic of 1857. 

Ref.— McLaughlin, 403; Montgomery's L. F., 283; Students, 385, 
Thomas, 319; Wilson, 196-197; Johnston's H. S., 343; 
Schouler, V; 386. 

XXIX. "Helper's Impending Crisis," 1857. 

1. Author of the book. 

2. Character and influence of the book. 

3. Author's plan of dealing with slavery. 

Ref. — Channing's Students, 478; U. S., 252; Montgomery's Students, 
369; Burgess, CWiXWsiY, I; 32-34. 

XXX. The Lincoln and Douglas Debate, 1858. 

1. Cause of the debate. 

2. Character. 

3. Results. 

Ref.— McLaughlin, 402-403; Channing's Students, 475-476; Mc- 
Master, 358-359; Montgomery's Students, 389-390; Wilson, 
201-202; Burgess, Civil War, I; 19-20; Fiske, 366-367; 
Schouler, V; 410-416; Morse's Lincoln, I; ch. v; Ameri- 
can Orations, III; 168-195. 

XXXI. John Brown's Raid, 1859. 

1. Brown in Kansas. 

2. His purpose and plans. 

3. His raid at Harper's Ferry, and the result. 

4. Effect. 



SECESSION. 149 



Ref.— McLaughlin, 407-408; Sheldon, 305-308; Montgomery's L. F., 

285-286; Students, 390-391; Fiske, 367-368; McMaster, 359; ' 
Thomas, 321; Wilson, 202-204; Johnston's H. S., 351; 

Burgess, Civil War, I; 34-44; Channing's Students. 476- ,; 

478: U. S., 253; Harper, I; 413-421; Schouler, V; 437- \ 

46. ^ 

XXXII. New States Admitted. * i 

1. California, 1850; Minnesota, 1858; Ore- j 
gon, 1859. I 

2. Indicate on map. (Schouler, V; 421.) ^ 



Suggestive Topics for Special Reports. 

1. History of Texas tip to 1837. \ 

2. The Oregon Country. j 

3. Discovery of gold in California. ,j 

4. Fugitive Slave Law of 1850. J 

5. The struggle for Kansas.. ^ 



SECESSION, 1860-1861. ' 

Progress in the United States between 1840- 

1860. : 

1. Growth in territory and population. \ 

2. Immigration to the United States. j 

a. Number and character of. ;■ 

b. Where did they settle? Cause. ', 

c. Their influence. ■' 

3. Growth and improvement of cities. -i 

4. Modern conveniences — character of. | 

5. Mechanical imDrovements. 



150 TOPICAL ANALYSIS. 

6. Communication with Europe. 

7. Condition of the workingman. 

a. In the North. 

b. In the South. 

8. Compare the slave and the free sections of 
the United States. (Channing, 485.) 

Ref. — Channing' s Students, 481-493; McMaster, 365-377; Hinsdale's 
How to Study; McLaughlin, 403-408; American Orations, 
I; 219-232. 

II, Election of 1860. 

1. The split in the Democratic party — the 
demands of each division. (McMaster, 
360.) 

2. The platform and nominees of the Repub- 
lican party. 

3. The Constitution Union party. 

4. The result. 

Ref. — McLaughlin, 409-410; Montgomery's L. F., 286 and footnote; 
Students, 391-393; Channing's Students, 493-496; U. S., 254- 
257; McMaster, 360-363; Wilson, 204-210; Burgess, Civil 
War, 46-73; Thomas, 321-322; Johnston's H. S.. 352-354; 
Schouler, V; 431, 454-468; Morse's Lincoln, I; ch. vi. 

III. Secession of the Southern States. 

1. Secession — origin and growth of the idea. 

2. Previous sentiments of disunion. 

a. In the South. 

b. In the North. 

3. Theory of secession. (Burgess, I; 75.) 

a. Arguments for secession. 

b. Arguments against. 



SECESSION. V 151 

c. Why was secession believed in more by 
the South than the North? 

4. What per cent of the population of the 
South were slaveholders? 

5. Secession of South Carolina. 

a. South Carolina's method of choosing 
presidential electors. 

b. Action of the State Legislature. (Chan- 
ning, 497.) 

c. The Carolina convention. 

(1) Nature of the ordinance passed. 

(2) Object of their action. 

6. Was this movement of the people or of 
political leaders? (Channing, 499; Bur- 
gess, I; 116.) 

7. Secession of the other states. 

a. Their object. 

b. Make a map showing the free states, 
the slave states that remained in the 
Union, and the seceded states. 

8. The views and action of President 
Buchanan. 

9. Why the Southern States seceded. (Mc- 
Master, 379; Channing, 501.) 

10. The attempts to compromise. 

11. Was the South in any immediate danger 
from the election of Lincoln? 

12. Southern blunders. (Channing, 502.) 



152 TOPICAL ANALYSIS. 

Ref.— McLatighlin, 410-414; Channing's Students, 497-504; U. S., 
255-257, 261-264; Montgomery's L. F., 288-290; Students, 
393-396; Fiske, 369-374; Sheldon, 318-321; M c XI aster, Zl[^- 
381; Wilson, 210-216, 239-242; Burgess, Civil War. I: 
74-115, 123-134; Thomas, 323, 325; Johnston's H. S., 354- 
357; McDonald, 441-442; Hinsdale's Gov't, 346-349; Har- 
per, VIII: 104-106; (State Sovereignty) 375-384; Schou- 
ler, V: 471-507; Morse's Lincoln, I; ch. vii; American Hist. 
Leaflets, No. 30; American Orations, III: 230-329. 

IV. The Confederate States of America. 

1. Their Constitution. 

a. Leading features of. 

b. How adopted. 

c. Compare and contrast with the Con- 
stitution of the United States. 

2. Their attempt to negotiate with the gov- 
ernment. 

Ref.— McLaughlin, 414-416; McMaster, 378; Channing's Students, 
500; Wilson, 239-244; Burgess, Civil War, 1: 116-123, 
151-166; Montgomery's Students, 396; Thomas. 324-325; 
Johnston's H. S., 357-358; Sheldon, 322-325; McDonald, 
446-455; Harper, I: 303-308; VIII; 271-280; Schouler, 
VI; 50-66. 



Administration of Lincoln, 1861=1865. 

V. Abraham Lincoln. 

1. His early Ufe. 

2. His political career. 

3. Compare and contrast with Douglas and 
Davis. 

4. His inaugural — his cabinet. 



THE CIVIL WAR. 153 

Ref. — McLaughlin, 417-418; McMaster, 381; Montgomery's L. F., 
293 and footnote; Channing's Students, 508-510; U. S., 264- 
265; Wilson, 216-218; Burgess, Civil War, I: 1-44. 138- 
150; Thomas, 327-328; Johnston's H. S., 363; Harper, 
III: 18-23; V: 394-431; Old South Leaflets, No. 11; 
Schouler, V: 497; VI: 1-23; Morse's Lincoln, I: 1-62, 211- 
236. 273 ff. 



The Civil War, 1861-1865. 

I. Causes. 

1 . Slavery as the cause . 

2. Other causes — relation of slavery to. 

3. Honesty of the South. 

Ref. — McLaughlin, 416; Montgomerv's Students, 397-399; Mc- 
Master, 379-381; Channing's U. S., 258-260. 

II. Fall of Fort Sumter. 

1 . Locate on map, and state its importance. 

2. Account of. 

3. Effect on the North ; on the South. 

Ref.— McLaughlin, 418-421; Montgomery's L. F., 294-296; Students' 
402-404; Fiske, 375-377; Channing's Students, 510; Mc- 
Master, 382, 383-387; Wilson, 218-220; Burgess, Civil War, 
I: 167-205; Thomas, 326, 328-332; Johnston's H. S., 358- 
359, 364-365; Harper, VIII: 465-475; Schouler, VI: 26-32; 
Sheldon, 325-330; Morse's Lincoln, I: 239-250. 

III. Compare and contrast the advantages of the 

North and South in : 

1. Population and wealth. 

2. Position, equipment and supplies. 

3. Union of sentiment. 

4. Foreign relations. 

5. Ability to manufacture army supplies. 

6. Railroads and commerce. 



154 TOPICAL ANALYSIS. 

7. Officers. 

8. Patriotism, bravery, endurance and ear- 
nestness. 

Ref.— McLaughlin, 420; Montgomery's L. F., 297-300; Students, 405- 
407; Fiske, 378-382; Channing's Students, 513-519; Mc- 
Master,. 383; Wilson, 239, 244-252; Burgess, Civil War, I: 
135-137, 237-242; Thomas, 333-335; Schouler, VI: 33- 
49. 

IV. War Powers of the President. (Burgess, I: 

227.) 

V. The Blockade — Its Purpose. 

1. The blockade at first ; later. 

2. Blockade runners. (Channing, 520.) 

3. Effect on the South. 

Ref.— McLaughlin, 420-421; Montgomery's L. F., 302; Students, 409; 
Fiske, 374; Channing's Students, 519-520; Burgess, Civil 
War, I: 227-236; Thomas, 332-333, 338; Johnston's H. S., 
366; Harper, I: 369; Schouler, VI: 137. 

VI. Topography of the Theater of the War. 

1. The two natural divisions made by the 
mountains. 

2. The eastern field of war. 

a. The two natural methods of approach- 
ing its political center — difficulties of 
each. 

b. The Shenandoah, and its importance. 

c. The rivers, and their importance. 

3. The western field. 

a. Its division by the Mississippi. 

b. Natural centers of conflict. 

Ref.— McLaughlin, 421-422; Channing's Students, 521-523, 525; 
U. S., 267-268. 



THE CIVIL WAR. 155 

VII. The First Southern Line of Defense. 
1. Indicate on map. 

Ref. —McLaughlin, 421, 422; McM aster, 387, 390, 400: Channing's 
Students, 526; U. S., 271; Harper, V: 83-86; Fiske, 388. 

VIII. Principal Events of 1861. 

1. Battle of Bull Run. 

a. Cause. 

b. Describe, and state its importance. 

Rey.— McLaughlin, 422-424; Sheldon, 331-334; Montgomery's L. P., 
300-302; Students, 413-414; McMaster, 387-388; Wilson, 
221; Burgess, Civil War, I: 214-225; Thomas, 336-337; 
Johnston's H. S., 371; Channing's Students, 524-525; U.S., 
269; Harper, I: 440-444; Schouler, VI: 68, 76-80. 

2. General McClellan and the Army of the 
Potomac. 

Ref.— McLaughlin, 424; Burgess, Civil War, I; 200-207; Mont- 
gomery's Students, 414-415; Thomas, 337-338; Johnston's 
H. S.,371. 

3. Attitude of foreign nations. 

a. England. 

(1) Action of the government. 

(2) The English press. 

(3) English ''society" and the com- 
mercial class. 

(4) The mass of the English people. 

b. Other powers. 

c. Why the South expected aid from 
England. 

d. How did slavery affect their action ? 

Ref. — McLaughlin, 425-426; Montgomery's Students, 410; Chan- 
ning's Students, 528; U. S., 269-270; Johnston's H. S., 367- 
368; Burgess, Civil War, I: 288-292; Schouler, VI: 114- 
120. 



156 TOPICAL ANALYSIS. 

4. Kansas admitted, 1861. (Schouler, V: 
503.) 

5. War in the Border States. 

a. In Missouri — object. 

b. In Kentucky. 

c. In West Virginia. 

d. Results. 

Ref.— McLaughlin, 426-427; Channing's Students, 512; U. S., 266- 
267; Montgomery's Students, 405; Burgess, Civil War, I: 
243-259; Johnston's H. S., 367, 369-370, 372-373; Schouler, 
VI; 82-87; Morse's Lincoln, II. 3 ff. 

6. The Trent Affair. 

a. Nature of. 

b. The principle involved. 

c. Results. 

Ref.— McLaughlin, 429; Montgomery's L. F., 303-304; Students, 415, 
416; Fiske, 385; Channing's Students, 528-529; McMaster, 
412; Wilson, 222; Thomas, 339-340; Johnston's H. S., 375; 
Harper, IX: 115; Schouler, VI; 121-122; Morse's Lincoln, 
I: 368-387. 

IX. Military Events of 1862. 

1 . The situation at the beginning of the year. 

2. War in the West, east of the Mississippi. 

a. Object. 

b. Centers of conflict. 

c. Leaders and principal battles. 

d. Results. 

3. The new Confederate line — indicate on 
map. 

a. Important points. 

b. Battle of Shiloh — result. 



THE CIVIL WAR. 157 

c Other points captured, and result. 
d. Bragg's expedition northward. 

Ref. — McLaughlin, 430-434; Montgomery's L. F., 305-308; Students, 
416-418; McMaster, 388-391; Wilson, 223; Burgess. Civil 
War, I: 276-320; Thomas, 340-343; Johnston's H. S., 
376-377; Fiske, 388-391; Channing's Students, 531-532; 
U. S., 271, 272-273; Harper, VII: 21-23; Schouler, VI: 89- 
109, 144-148, 175-186. 

4. The Monitor and Merrimac. 

a. Hampton Roads — locate. 

b. Describe each vessel. 

c. The fight and the result. 

d. Importance of this victory. 

Ref. — McLaughlin, 434; Montgomerv's L. F., 304-305; Students, 
419-420; Fiske, 386-388; Channing's Students, 532-533; 
McMaster, 414-417; Thomas, 343-345; Johnstons H. S., 
380-383; Harper, VI; 231-232; Sheldon, 335-339; Schou- 
ler, VI: 190. 

5. Capture of New Orleans. 

a. Importance of this city. (Channing, 
29.) 

b. How defended. 

c. Account of the capture. 

Ref.— McLaughlin, 434-435; Montgomery's L. F., 308-310; Students, 
420-421; Fiske, 391-392; McMaster, 391-392; Thomas, 345- 
346; Johnston's H. S., 384-386; Channing's Students, 529- 
530; U. S., 272; Burgess, Civil War, II: 1-6; Schouler, 
VI: 169-174. 

6. McClellan's Peninsula Campaign. 

a. Describe the peninsula. 

b. Object of. 

c. Plan of the campaign. (McMaster, 
392.) 



158 TOPICAL ANALYSIS. 

d. Principal events, and the results. 

7 . Pope ' s campaign in Virginia . 

a. His field of operation. 

b. Second battle of Bull Run. 

c. Results. 

Ref.— McLaughlin, 436-438; Montgomery's L. F., 310-313; Students 
421-424; McMaster, 392-393; Channins^'s Students, 533-534 
U S., 274, 275-276; Wilson, 224-220; Thomas, 346-347 
Johnston's H. S., 387-392; Burgess, Civil War, II: 7-60 
Ftske, 392-399; Schouler, VI: 188, 192-213/ 

8. Lee's raid into Maryland. 

a. His object. 

b. Battles and leaders — results. 

9. Give a summary and state the results of 
the campaign of 1861. 

Ref —McLaughhn, 439-440, 445; Fiskc, 399-402; Montgomery's 
L F.,313; Students, 424-427, 433; McMaster, 394; Thomas, 
347-348; Channing's Students, 535; U. S., 276-277; Schou- 
ler, VI: 232-246. 

X. Emancipation of the Slaves. 

1. Lincoln's slave policy, 1861-1862. (Chan- 
ning, 537.) 

2. Change of feeling in the North toward 
abolition of slavery. 

3. Abolition of slavery in the District of 
Columbia, West Virginia and the Territo- 
ries. 

4. Slaves as contraband of war. 

5. Lincoln's scheme of compensated emanci- 
pation. 



THE CIVIL WAR. 159 

6. Lincoln's reply to Greeley's letter on eman- 
cipation. (Channing, 539.) 

7. The Emancipation Proclamation. 

a. Its purpose. 

b . Lincoln ' s authority to issue . 

c. Time of making the proclamation. 

d. Nature of the proclamation. (Mc- 
Master, 396.) 

e. Economic, political and military re- 
sults. (Montgomery's S., 429 430.) 

Rbf.— McLaughlin, 440-444; Fiske, 402-405; Sheldon, 339-342; 
Montgomery's L. F., 314-315; Students, 427-431; Channing' s 
Students, 537-540; U. S., 277-278; McM aster, 394-396; 
Wilson, 226-227; Thomas, 349-352; Burgess, Civil War, 
II: 72-105; Johnston's H. S., 395; Hinsdale's Gov't, 360; 
Harper, III: 224-230; Schouler, VI: 214-224, 427; Morse's 
Lincoln, II: 1-30. 

XL Military Events of 1863. 

1 . Battle of Chancellorsville — result. 

2. Lee's second invasion of the North. 

a. His object. 

b . B attle of Gettysburg 

(1) Describe. 

(2) What it decided. 

Ref.— McLaughlin, 445-446; Montgomery's L. F., 315-317; Students, 
433-437; Fiske, 412-416; McMaster, 396; Wilson, 230; 
Thomas, 353-356; Burgess, Civil War, II: 134-145, 157- 
179; Johnston's H. S., 398-400; Channing's Students, 541- 
543; U. S., 281-283; Harper, IV; 68-74; Sheldon, 343-345; 
Schouler, VI; 341-369. 

3. Vicksburg and Port Hudson. 

a. Position of the Union armies in the 
West — their object. 



160 TOPICAL ANALYSIS. 

b. Positions on the Mississippi still held 
by the Confederates. 

c . Grant ' s first plan . 

d. Siege and fall of Vicksburg. 

e. Surrender of Port Hudson. 

f . Importance of these victories. 

Ref.— McLaughlin, 446; Montgomery's L. F., 317-319; Students, 
432, 438-441; Fiske, 406-412, 416; Channing's Students, 
540-541; U. S., 280-281; McMaster, 397-398; Wilson, 230; 
Thomas, 353, 356-357; Burgess, Civil War, II: 146-156; 
Johnston's H. S., 400-402; Harper, X: 59-62; Sheldon, 
349; Schoulcr, VI: 370-400. 

4. The struggle for Tennessee. 

a. Morgan's raid. 

b. Thomas, and the battle of Chicka- 
mauga. 

c. The siege of Chattanooga. 

(1) Battles of Lookout Mountain and 
Missionary Ridge. 

d. Results. 

5. Summary of 1863. (Johnston, 406.) 

Ref.— McLaughlin, 447-448; Fiske, 422; Montgomery's L. F., 320- 
321; Channing's Students, 544-546; U. S., 279, 283-285; Mc- 
Master, 398-403; Wilson, 231-232; Thomas, 357-358; Bur- 
gess, Civil War, II: 61, 180-205; Johnston's H. S., 403-406; 
Montgomery's Students, 441-444; S'chouler, VI; 442-453. 

XII. Political Affairs. 

1. Effects of the war in the North — in the 
South; contrast. (Johnston, 407.) 

2. Plans for raising monev : 
a. Tariff. 



THE CIVIL WAR. 161 

b. United States bonds. 

c. Legal Tender Act — result of. 

d. The National Bank Act. 

(1) Its provisions. 

(2) Its importance. 

e. Direct tax and excise tax. 
3. Conscription, North and South. 

a. Why necessary. (McLaughlin, 451.) 

b. Nature of the act — draft riots. 

Ref.— McLaughlin, 448-451; McMaster, 419-422; Fiskc, 417-422; 
Channing's Students, 543-544; Wilson, 232-233;' Thomas, 
359-365; Burgess, Civil War, 11; 214-233; Johnston's 
H. S., 407-408, 422; Schouler, VI: 290-302, 414-420; 
Montgomery's Students. 

XIII. Creation of West Virginia, 1863. 

1 . Constitutionality of the act. 

2. Why these counties of Virginia did not 
share the secession sentiment. 

3. Condition of admission. 

4. Represent on map. 

Ref.— McLaughHn, 422; Channing's Students, 512; U. S., 267; Wil- 
'son, 228; Burgess, Civil War, 228; Thomas. 379 and footnote; 
Harper, X: 312; Hinsdale's Gov't, 334-335; Schouler, VI: 
281. 

XIV. Military Events of 1864. 

1. Grant made Lieutenant- General — reasons 
for. (Thomas, 367.) 

2. Position of each army, and the leaders. 

3. Plan of the campaign for 1864. (Mc- 
Master, 402.) 



162 TOPICAL ANALYSIS. 

4. The campaign in Virginia. 

a. Strength of Grant's and Lee's armies. 

b. Grant's plan and purpose. 

c. Make a map of Virginia. 

d. Battles of The Wilderness and Spott- 
sy Ivania — describe . 

e. Battles around Richmond. 

(1) Describe. 

(2) Skill and bravery of each general, 

f. Early's raid toward Washington — its 
object, and the result. 

g. Sheridan in the Shenandoah Valley — 
purpose and result. 

Ref. —McLaughlin, 452-455; Montgomery's L. F., 322-325; Students, 
444-448, 454-460; Fiske, 423; McMaster, 404-405; Chan- 
ning's Students, 549-501; U. S., 289-290, 297; Wilson, 233- 
234; Thomas, 367-371, 382; Burgess, Civil War, II: 247- 
260; Johnston's H. S., 409-413; Harper, VII: 147-153, 
431-436; Sheldon, 354, 358-361; Schouler, VI: 478-502, 
515-518. 

5. Sherman's campaigns. 

a. Position of Union and Confederate 
armies. 

b. The Confederate generals, Johnston 
and Hood. 

(1) Johnston's plan and success. 

(2) Johnston's removal — cause and 
result. 

c. Capture of Atlanta — its inriportance. 

d. Hood in Tennessee — purpose — work of 
Thomas — result. 



THE CIVIL WAR. I63 

e. The " March to the Sea. " 

(1) Purpose. (Charming, 547.) 

(2) The march through Georgia. 

Ref.— McLaughlin, 457-460; Sheldon, 355-357; Fiske, 425-426' 
Montgomery's L. F., 326-330; Students, 448-450, 452-454* 
Channing's Students, 546-548; U.S., 285-288; McMaster' 
398-403; Wilson, 235; Thomas, 371-374; Burgess, Civil War' 
II: 234-246, 260-270; Johnston's H. S., 413-418; Harper 
VIII: 155-165; Schouler, VI: 505-514,546-561. ' 

6. Capture of Mobile. 

a. Importance of Mobile. 

b. Success of the blockade. 

c. Work of Admiral Farragut. 

Ref.— McLaughlin, 456; Thomas, 374-375; Johnston's H. S., 420; 
Burgess, Civil War, II: 271-273; Montgomery's Students', 
455-456; Harper, VI: 213-216; Schouler, VI: 562. 

7. The Confederate cruisers. 

a. Relation of England to these vessels. 

b. The Alabama, and its destruction of 
American vessels. 

c. Fight of the Alabama and the Kear- 
sarge. 

d. Other cruisers. 

e. Protest of the United States. (Bur- 
gess, II: 292.) 

Ref. — McLaughlin, 456-457; Fiske, 385; Channing's Students, 551- 
552; McMaster, 413; Thomas, 358-359, 376; Johnston's 
H. S., 421; Burgess, Civil War, II: 292-299; Montgomery's 
Students, 455; Harper, I: 77; Schouler, VI: 269-272. 

XV. The Election of 1864. 

1 . The peace party — cause. 



164 TOPICAL ANALYSIS. 

2. Opposition to Lincoln — nature of. 

3. Nominations and platforms. 

4. Result of the election. 

Ref.— McLaughlin, 460-462; McMaster, 425-426; Channing's Stu- 
dents, 552; Wilson, 236-237; Thomas, 376-379; Montgom- 
ery's Students, 450-451; Schouler, VI: 519-524; Morse's 
Lincoln, II: 246-264, 312 ff. 

XVI. Nevada Admitted, 1864. 

XVII . Thirteenth Amendment. 

Ref.— McLaughlin, 463-464; Fiske, 442; McMaster, 381, 429; Mont- 
gomery's Students, 470-471; Flickinger's Gov't, 282; Hins- 
dale's Gov't, 361; Schouler, VI:; 528. 

XVIII. Conclusion of the War, 1865. 

1 . Sherman ' s mar ch northward . 

2. Johnston restored to his command. 

3. Lee's surrender. 

a. Condition of his army. 

b. Terms of surrender. 

c. Action of General Grant. 

Ref.— McLaughlin, 464-465; Fiske, 427-429; Channing's Students, 
553; U. S., 291-292; McMaster, 405; Burgess, Civil War, 
II: 274-287; Johnston's H. S., 423-427; Montgomery's L. 
F., 330-332; Students, 456-457; Schouler, VI: 540-544, 581- 
601. 

XIX. Assassination of Lincoln. 

1 . Account of his death. 

2. Services of Lincoln to the nation. 

3. The nation's loss. 

Ref.— McLaughlin, 469-470; McMaster, 426; Johnston's H. S., 428- 
429; Burgess, Civil War, II: 284; Channng's Students, 553; 
Montgomery's Students, 460, footnote; Thomas, 384-385; 
Sheldon, 362-367; Schouler, VI: 611-614; Morse's Lincoln, 
II: 346-354. 



RECONSTRUCTION. 165 

XX. Results of the War. 

1. Why the South was defeated. (Mc- 
Laughhn, 466-467.) 

2. Cost in men and money. 

3. Good results to the South — the Nation. 

4. Evil results to the North and South. 

5. What the war settled. 

Re F —McLaughlin, 465-468; Fiske, 441; Montgomery's L. F., 337; 
Students, 461-463; Thomas, 386-388; McMaster, 422-424; 
Johnston's H. S., 432-433; Channing's Students, 554, 557- 
560- U. S., 292-300; Schouler, VI: 618. 



Suggestive Topics for Special Reports. 

1 . Treatment of prisoners. 

2. The soldiers of the Civil War. 

3 . The hardships of the South. 

4. Battle of Gettysburg. 

5 . Sherman ' s march . 

6. The Alabama. 

7. The Monitor and Merrimac. 



Reconstruction, 1865-1877. 
Administration of Johnson, 1865=1869. 

I. Andrew Johnson. 

1 . His life and character. 

2. His difficulties and problems to solve. 

Ref —McLaughlin, 470-471; Johnston's H. S., 440; Montgomery, 465; 
Thomas, 390; Harper, V: 134-156. 



166 TOPICAL ANALYSIS/ 

II. The Problem of Reconstruction. 

1. The legal condition of the Confederate 
States — the different views. (Burgess, 
Reconstruction, ch. i.) 

2. Lincoln and reconstruction. 

a. His views and poHcy. (Burgess, Re- 
construction, 8-30.) 

b . Work of reconstruction begun . ' 

3. Johnson's reconstruction policy. 

a. Compare with Lincoln's plan. 

b. Work begun by the president. 

4. Acts of Southern legislatures, and its 
effect. (Wilson, 260-261.) 

5. Congress and reconstruction. 

a. The objection to Johnson's plan. 

b. Plan of Congress. (Johnston's H. S., 
445.) 

c. Reconstruction acts of Congress 

(1) Fourteenth Amendment. 

(a) Its object. 

(b) Its four sections. 

(c) Its effect on the Constitution 
— compare with first ten. 
(McLaughlin, 475-476.) 

(2) The Civil Rights Bill. 

(3) Freedmen's Bureau Bill. 

(4) The Reconstruction Acts of 1867. 
(a) Provisions of. 



RECONSTRUCTION. 167 

(b) The process by which the 
representatives were re-ad- 
mitted to Congress. (Chan- 
ning, 566.) 

(c) Results. 

Ref.— McLaughlin, 470-478; Sheldon, 376-373; Fiske, 442; Montgom- 
ery's L. F., 338-339; Students, 486-468; Channing's Stu- 
dents, 560-566; McM aster, 427-432; Wilson, 254-268; John- 
stons H. S., 441-446; Thomas, 391-394; Burgess, Recon- 
struction, chs. ii-viii, x; Flickinger's Government, 282-283; 
Harper, II: 160-161; Hinsdale's Government, 362-366; 
Schouler, VI: 528-534; Morse's Lincoln, II; ch. viii. 

6. Tenure of Office Act — purpose. 

7. Impeachment of President Johnson. 

a. Causes. 

b. The trial and result. 

Ref. — McLaughlin, 476; Montgomery's L. F., 340; Students, 474, 
475-476; Fiske, 443; Channing's Students, 567; Wilson, 270- 
271; McMaster, 431; Johnston's H. S., 446-448; Thomas, 
394-395; Burgess, Reconstruction, ch. ix; 214-216; Harper, 
V: 156. 

8. Carpet-bag government. 

a. Why so called. 

b. Causes. 

c. Character of the government. 

d. Results. 

Ref.— McLaughHn, 478; Wilson, 268; Montgomery's Students, 483; 
Thomas, 394; Burgess, Reconstruction, ch. xii. 

III. Admission of Nebraska, 1867. (Johnston, 450.) 

IV. Foreign Relations, 1865-1869. 

1. The French in Mexico. 

2. Action of the United States. 



1G8 TOPICAL ANALYSIS. 

Ref.— McLaughlin, 479; Channing's Students, 5G7-568; Wilson, 272; 
Thomas, 398; McMaster, 449-450; Johnston's H. S., 448; 
Montgomery's Students, 479. 

V. The Pacific Railroad, 1853-1869. 

1 . Cause of its being built. 

2. Importance of. 

3. Aid of the government. 

4. Results. 

Ref.— McLaughlin. 493-494; Montgomery's L. F., 344-347; Students, 
480-482; McMaster, 434, 435; Thomas, 308, 309. 

VI. Purchase of Alaska, 1867. 

1 . Reasons for the purchase. 

2. Price paid, and its importance. 

Ref.— McLaughlin, 479; Thomas, 379; Channing's Students, 568; 
Montgomery's L. F., 342-343; Students, 478; Burgess, Re- 
construction, 299-301; Harper, I: 78; IX: 273-274. 

VII. The Atlantic Cable. 

1. Work of Cyrus W. Field. 

2. Difficulty in laying the cable. 

3. Its importance. 

Ref.— Thomas, 397; Johnston's H. S., 449; Montgomery's L. F., 341- 
342; Students, 477-478. 

VIII. The Election of 1868. 

1 . Parties and issues. 

2. Candidates. 

Ref.— McLaughlin, 480; Channing's Students, 568; Wilson, 271; Mc- 
Master, 439; Montgomery's Students, 476-477; Thomas, 395- 
396; Burgess, Reconstruction, 207-214. 



Administration of Grant, 1869=1877. 

IX. Ulysses S. Grant. 



RECONSTRUCTION. 169 

1 „ His life and character. j 

2. His difficulties. ! 

j 

Re F.— McLaughlin, 481-482; Johnston's H. S., 450; Harper, IV: j 

130-142. ] 

X. Reconstruction Completed. i 

1. Fifteenth Amendment. ; 

a. Why necessary. j 

b. Its provisions. ! 

2. Disorder in the South. ? 

a. Negro rule and the results. 

b. Opposition to carpet-bag government. 

c. The"Ku-Klux-Klan." '; 

d. Force bills of Congress — nature and 
purpose of. '[ 

Ref.— McLaughhn, 483-485; Fiske, 477-478; Montgomery's L. F., ; 
341, 347-348; Students, 482, 484; Wilson, 269, 274; Mc- 

Master, 439-442; Channing's Students, 568-5G9; Johnston's ' 

H. S., 455-457; Thomas, 401-402; Burgess, Reconstruction, '< 
217-279; FHckinger's Government, 283-284; Hinsdale's 

Government, 366. '. 

XI. Treaty of Washington. | 

1. The agreement to arbitrate. ■ 

2. The Alabama claims. i 

a. Questions in dispute. 

b. The Geneva award. \ 

3. The Northwest Boundary dispute. i 

a. Nature of. ! 

b. The settlement. ) 

4. The northeastern fisheries. i 

a. British claim. : 

b. The award. i 

' ■ i 

i 



170 TOPICAL ANALYSIS. 

Ref. — McLaughlin, 485-487; Montgomery's L. F., 352; Students 
486-487; Fiske, 445-447; Channing's Students, 570-571 
Wilson, 278; McMaster, 450; Johnston's H. S., 450-451 
' Thomas, 405-407; Harper, X: 191-201; Burgess, Recon- 
struction, 305-321. 

XII. The Election of 1872. 

1 . Rise of the Liberal Republicans. 

a. Cause. 

b. Principles advocated. 

c. Nominations. 

2. The Democrats and their action. 

3. The National Labor-Reform party. 

a. What they demanded. (McMaster, 
443.) 

4. The Prohibition party. 

a. Origin and growth of. 

b. Principles advocated. 

5. Renomination and election of Grant. 

Ref.— McLaughlin, 487-489; Fiske, 448-449; Channing's Students, 
571-572; Wilson, 281-283; McMaster, 442-445; Johnston's 
H. S., 458-459; Montgomery's Students, 487-489; Thomas, 
408-409. 

XIII. Election Troubles in the South, 1872-1876. 

1 . Nature of the troubles. 

2. Federal intervention. 

Ref.— McLaughlin, 489; Wilson, 275-277. 

XIV Pohtical Scandals. 

1. Credit Mob ilier. 

2. Salary grab. 

3. The Whisky Ring. 

4. Secretary of War impeached. 



REBONSTRUCTION. 171 

Ref.— McLaughlin, 490-492; Fiske, 450-451; Channing's Student's 
571-572; Wilson, 279-280; Johnston's H. S., 458; Mont- 
gomery's Students, 490-491; Harper, VIII: 19. 

XV. Panic of 1873. 

1 . Cause and results. 

2. Action of Congress and the president. 

Ref. — McLaughlin, 492; Fiske, 449; McMaster, 445; Montgomery's 
Students, 491; L. P., 349; Thomas, 410. 

XVI. Resumption of Specie Payment. 

1. Paper currency. 

2 . Provision of the bill . (McMaster, 445-446 . ) 

Ref. — McLaugWin, 493; Montgomery's L. F., 349; Students, 489- 
490; Wilson, 280; McMaster, 445-446; Channing's Students, 
560; Thomas, 414. 

XVII. Colorado Admitted, 1876. 

XVIII. The Centennial Exposition, 1876. 

1 . Purpose and value of. 

2. Results. 

Ref.— McLaughlin, 493; Wilson, 286-287; Montgomery's Students, 
492-493; Thomas, 414; Montgomery's L. F., 350-351. 

XIX. The Election of 1876. 

1. Parties and issues. 

2. Candidates and results. 

3. The returning boards. 

4. The Electoral Commission — its decision. 

Ref.— McLaughlin, 494-497; Fiske, 451-453; Wilson, 283-286; Thom- 
as, 416-419; Channing's Students, 572-573; McMaster, 446- 
448; Johnston's H. S., 460-462; Montgomery's Students, 
493-494; Burgess, Reconstruction, 280-294. 



172 TOPICAL ANALYSIS. 

The New Nation, 1877=1902. 
Administration of Hayes, 1877-1881. 

I. Rutherford B. Hayes. 

1 . Life and character. 

Ref. — McLaughlin, 499-500; Montgomery's L. F., 353, and footnote: 
Students, 495-496; Thomas, 421-422; Channing's Students, 
573-574; Johnston's H. S., 464; Harper, IV: 332-339. 

II. The South. 

1 . FeeHng toward the North. 

2. President's pohcy and attitude. 

3. New industries. 

Ref.— McLaughHn, 500; AIcMaster, 454; Montgomery's L. F., 353, 
360-361; Students, 496; Burgess, Reconstruction, 295-298; 
Harper, IV: 106-111; Fiske, 453, 457; Sheldon, 381-384. 

III. Financial Problems. 

1. Silver dollars in 1873. 

2. Increase of silver — cause — result. 

3. The Bland- Allison Bill, 1878. 

a. Provisions of. 

b. Results. 

4. Specie payment resumed, 1879. 

Ref. — McLaughHn, 500-501; Montgomery's L. F., 355; Students, 
497-498, 511; Fiske, 454; McMaster, 448-449; Thomas, 422- 
423, 425; Johnston's H. S., 466-468. 

IV. Railroad Strikes. 

1 . Cause and nature of. 

2. Results. 

Ref.— McLaughlin, 502; Fiske, 454; Thomas, 423; Johnston's H. S., 
465; Montgomery's Students, 496. 

V. Conflict between the President and Congress 



THE NEW NATION. 173 

1. Character of. 

2. '' Riders " — their purpose. 

3. The president's vetoes — his reasons. 

Ref.— McLaughlin, 502-503, footnote; Johnston's H. S., 468-469. 

VI. The Election of 1880. 

1. Parties and issues. 

2. Candidates and results. 

Ref. — McLaughlin, 504-505; McMaster, 462-463; Channing's Stu- 
dents, 574-575; Johnston's H. S., 469; Montgomery's Stu- 
dents, 498-499. 



Administration of Garfield and Arthur, 1881-1885. 

VII. James A. Garfield. 

1 . His life and character. 

2. The faction in the Republican party. 

a. The principle of appointment. 

b. Action of Conkling and Piatt. 

3. Assassination of the president. 

Ref.— iMcLaiighlin, 505-507; Thomas, 426; Montgomery's L. F., 356; 
Students, 500; Johnston's H. S., 469; Harper, J V: 12-28. 

VIII. Chester A. Arthur. 

1 . His character and reputation. 

Ref.— McLaughHn, 507; Thomas, 427; Harper, I: 221-226. 

IX. The Pendleton Civil Service Act, 1883. 

1 . Purpose and provisions of. 

2. Its importance. 

Ref.— McLaughHn, 507-508; Fiske, 455-457; Montgomery's L. F., 
357; Students, 501, 506; Thomas, 427-428; Johnston's H. S., 
470; McMaster, 463; Channing's Students, 577-579. 



174 TOPICAL ANALYSIS. 

X. Tariff of 1883. 

1 . Financial condition of the government. 

2. Reduction of the tariff. 

3. Result. 

Re F.— McLaughlin, 508; Thomas, 429; Channing's Students, 579; 
Johnston's H. S., 472; Montgomery's Students, 502. 

XI. The Election of 1884. 

1 . Parties and issues. 

2. Candidates — results. 

Ref.— McLaughhn, 509; Thomas, 434-435; Johnston's H. S., 472; 
McMaster, 464-465; Montgomery's Students, 502. 



First Administration of Cleveland, 1885-1889. 

XII. Grover Cleveland. 

1 . His previous history. 

2. His civil service policy. 

3. His views on the currency. 

Ref.— McLaughhn, 510; Thomas, 435-436; Channing's Students, 576- 
577; Johnston's H. S., 475; Montgomery's Students, 504; 
L. F., 363; Harper, II: 206. 

XIII. Legislation from 1885 to 1889. 

1 . Presidential succession . 

a. Order of succession up to this time. 

b. Provisions of this act. 

2. Electoral Count Act of 1887. 

a. Nature of. 

b. Its purpose. 

3. Interstate Commerce Act. 
a. Reasons for the Act, 



THE NEW NATION. 175 

b. Its importance, and the results. 
4. Chinese Immigration Act, 1880-1892. 

Ref.— McLaughlin, 508, 510-512; Fiske, 458-463; Montgomery's L. 
F., 369-370; Students, 505-507; Thomas, 43V438; Mc- 
Master, 465; Johnston's H. S., 468, 476-477, 485; FHck- 
inger's Government, 257; Harper, VII: 292. 

XIV. Labor Troubles; Knights of Labor. 

1. Labor organizations. 

a. The feeling of antagonism between 
labor and capital — cause 

b. Purpose of. 

c. Their dem.ands — boycott. 

2. Anarchist riots in Chicago. 

Ref.— McLaughhn, 512-513; Thomas. 438-440; Montgomery's L. F., 
363-368; Students, 505; Johnston's H. S., 475-476; Mc- 
M aster, 460-461. 

XV. The Surplus and the Tariff. 

1. Cause of the surplus. 

2. Plans to reduce the surplus. 

3. Cleveland's recommendation. 

4. The Mills Bill. 

Ref.— McLaughlin, 513; Thomas, 441-442; Johnston's H. S., 478- 
479; McMaster, 466. 

XVI. The Election of 1888. 

1 . Parties and issues. 

2. Candidates and results. 

Ref.— McLaughlin, 513-514; Thomas, 442; Johnston's H. S., 479; 
McMaster, 466; Montgomery's Students, 508. 

XVII. New States Admitted, 1889. 



176 TOPICAL ANALYSIS. 

1. North Dakota, South Dakota, Montana, 
an d Washington . 

2. Represent on map, with date. 

Ref. — McLaughlin, 514; Thomas, 444; McMaster, 456; Montgomery's 
Students, 510; L. F., 373. 



Administration of Harrison, 1889-1893. 

XVIII. Benjamin Harrison. 

1 . His character and career. 

Ref. — McLaughlin, 515; Montgomery's L. F., 371; Students, 509; 
Thomas, 442; Harper, IV: 256-264. 

XIX. The Pan-American Congress 

1. Object of the congress. 

2. Results. 

Ref.— McLaughHn, 515-516; Montgomery's L. F., 372; Fiske, 4G1 
465; Thomas, 445; Harper, VII: 62. 

XX. Rules in the House, 1889-1890. 

1. " Filibustering " in Congress 

2. " Reed's rules. " 

Ref.— McLaughHn, 516; Thomas, 445-44G; Johnston's H. S., 480. 

XXI. Legislation of 1890-1891. 

1. The McKinley tariff . 

a. Character of the bill. 

b. Reciprocity — its meaning — its pur- 
pose. 

2. Pension Bill. 

3. The Sherman Act. (McMaster, 467-468.) 

a. Provisions of. 

b. Results. 



THE NEW NATION. 177 

4. Other important legislation . (Thomas, 
448.) 

Ref. — McLaughlin, 517; Fiske, 463-465; Montgomery's L. F., 373- 
374; Students, 510-511; Thomas, 446-448; Johnston's 
H. S., 481-482; Harper, V: 6-9; :IX: 12. 

XXII. Difficulties with Foreign Powers. 

1. With Italy — cause. 

2. With Chili— nature. 

3. Bering Sea trouble. (Thomas, 450.) 

Ref.— McLaughlin, 518; Thomas, 449-450; Johnston, 484-485. 

XXIII. Ballot Reform. • 

1. The need of. 

2. Australian ballot. 

XXIV. Homestead Labor Troubles. 

Ref.— McLaughlin, 519; Fiske, 465-466; Montgomery's L. F., 337; 
Students, 513; Thomas, 451-452; Johnston's H. S., 486. 

XXV. New States Admitted. 

1. Idaho and Wyoming, 1890; Utah, 1896. 

2. Women Suffrage. 

3. Terms of admission of Utah. 

4. Represent on map. 

Ref.— Fiske, 469; Montgomery's L. F., 373. 

XXVI. The Election of 1892. 

1 . Parties and issues . 

2. Candidates and platforms. 

3. Results. 

Ref. — McLaughlin, 519-520; Montgomery's Students, 514; Thomas, 
452-454; Johnston's H. S., 487; McMaster, 469-470; Harper, 
VIII: 188-190. 



178 TOPICAL ANALYSIS. 

Second Administration of Cleveland, 1893-1897. 

XXVII. The Hawaiian Revolution, 1893. 

1 . Cause and nature of. 

2. The influence and action of the United 
States. 

3. Cleveland's Hawaiian policy. 

Ref — McLaughlin, 520-521; Thomas, 457; Montgomery's Students, 
515; McMaster, 473-474; Harper, IV: 315-327. 

XXVin. Industrial Depression, 1893. 

1 . Cause and nature of. 

2. Repeal of the Sherman Act — cause and 
result. 

Re F.— McLaughlin, 252-253; Fiske, 467-468; Montgomery's L. F., 
378; Students, 515-517; Johnston, 488-490. 

XXIX. The Columbian Exposition, 1893. 

1. Object of. 

2. Its most striking features. 

3. Its value to the United States. 

4. Its success. 

Ref —McLaughlin, 523; Thomas, 452, 458; Montgomery's L. F., 377; 
Students, 515. 

XXX. The Bering Sea Controversy. 

1. Nature of the dispute. 

2. How settled. 

Ref.— McLaughlin, 524; Fiske, 468; Montgomery's, 378-379; 
Thomas, 455; Harper, I: 327-332. 

XXXI. Strikes and Riots in 1894. 
1 . The great railroad strike. 

a. Cause and character of. 



THE NEW NATION. 179 

b. Results. 
2. Miners' strikes. 

Ref.— McLaughlin, 524; Fiske, 469; Montgomery's L. F., 379-380; 
Thomas, 473; Johnston's H. S., 491. 

XXXII. The Wilson Bill. 

1 . Its important features. ■ 

2. The income-tax decision. 

Ref. — McLaughHn, 525; Johnston's H. S., 491-493; Montgomery's 
L. F.,380; Students, 518; Thomas, 472; Harper, IX: 13. 

XXXIII. The Venezuelan Boundary Dispute. 

1 . Nature of the dispute. 

2. Action of our government. 

3. Arbitration. 

Ref.— McLaughlin, 525-526; Thomas, 477; Johnston's H. S., 493- 
494; McMaster, 474; Montgomery's L. F., 381-382; Harper, 
X: 38-39. 

XXXIV. The Election of 1896. 

1 . The money question as an issue. 

2. Parties and platforms. 

3. Nominations and result of the election. 

Ref.— McLaughHn, 527-528; Thomas, 475-477; Johnston's H. S., 
496-497; McMaster, 475; Fiske, 470-471. 



Administration of McKinley, 1897-1901. 

XXXV. Wilham McKinley. 

1 . His life and character. 

2. The Dingley tariff — its purpose. 

Ref.— McLaughHn, 528-529; Fiske, 471-472; Thomas, 477; John- 
ston, 500-502; Montgomery's L. F., 383 and footnote; Har- 
per, VI: 29-56. 



180 TOPICAL ANALYSIS. 

XXXVI. War with Spain, and Territorial Expan- 
sion, 1898. 

i. Cuba. 

a. Its history as a Spanish colony. 

b. The United States and Cuba. 

c. Revolution, and Spanish cruelty. 

2. The Maine disaster, and its effect. 

3. President's message to Congress. 

4. Action of Congress, and the declaration of 
war. 

5. Important events of the war. 

a. Dewey's victory at Manila. 

b. The Santiago campaign. 

c. Porto Rico campaign. 

6. Treaty of peace — terms. 

Ref. — McLaughlin, 529-535; Fiske, 473-477; Montgomery s L. F., 

388-398; Students, ; Thomas, 479-496; Johnston's 

H. S., 494-495, 502-510; Channuig's Students, 590-603; 
Flickinger's Gov't, 244; Harper, II: 438-460; III: 112; VI: 
86-101; VIII: 30-34, 39-48, 54-61, 81 (Treaty), 289-292 
(War), 292-317. 

XXXVII. Annexation of the Hawaiian Islands. 

1 . The people and government. 

2. Its value to the United States. 

Ref.— McLaughlin, 535; Thomas, 497-498; Johnston's H. S., 510-511; 
FHckinger's Gov't, 244-245; Montgomery's L. F., 395-390; 

Students, '■ 

XXXVIII. Other events of McKinley's administra- 
tion. 

1 . McKinley and the civil service. 

2. Klondike gold fields. 



THE NEW NATION. 181 

3. Samoa. 

4. The proposed Isthmian canal. 

a. Routes contemplated. 

b. Importance of such a canal. 

5. The Clayton-Bulwer Treaty. 

6. The Hague Conference. 

7. War in the Philippines. 

8. Porto Rico. 

a. Its government. 

b. Tariff between it and the United 
States. 

9. The election of 1900. 

a. Expansion and imperialism as an issue. 

b. Candidates and platforms. 

10. Policy of the United States in the PhiHp- 
pines. 

11. The Pan-American Exposition. 

a. Its objects. 

b. Result. 

12. Assassination of President McKinley. 

Ref. — McLaughlin, ; Montgomery's L. F., 402-406; Students, ; 

Thomas, 498-503; Johnston's H. S., 514-527; Harper, I: 
17-18, 168-179, 182-183; II: 202-204; V: 9-16; VI: 459- 
465; VII: 169-185, 265-272; VIII: 26-28. 



Administration of Theodore Roosevelt, Oct., 1901- 

XXXIX. Theodore Roosevelt. 

1. His career before becoming vice-president. 

2. His policy at home, with Cuba, and the 
Philippine Islands. 



182 TOPICAL ANALYSIS. 

XL. Important Events. 

1 . Wireless telegraphy. 

2. Visit of Prince Henry of Germany. 

3. The Pan-American Congress. 

4. Ship subsidy. 

5. Cuban sugar tariff. 

6. Panama canal. 

7. Great miners' strike. 

Ref. — Harper, VII: 461-495; histories, magazines, etc., during hi: 
a dministration. 



Ig^ 



Books Referred to in This Manual. 



American History Leaflets (very useful) ; Lovell, New York; 10 cents 

each. 
American History Series; Scribner's, New York; 7 vols., $1.00 per vol. 

1. Fisher, The Colonial Era. 

2. Walker, The Making of the Nation. 

3. Sloane, The French War and the Revolution. 

4. Burgess, The Middle Period. 

5. Burgess, The Civil War and the Constitution ; 2 vols. 

6. Bvirgess, Reconstruction and the Constitution. 

American Statesmen Series; Hotighton, Mifflin & Co., Boston; $1.25 
per vol. 

1. Hosmer, Samuel Adams. 

2. Tyler, Patrick Henry. 

3. Morse, Benj. Franldin. 

4. Morse, Alexander Hamilton. 

5. Morse, Thomas Jefferson. 

6. Morse, John Adams. 

7. Morse, J. Q. Adams. 

8. Morse, Abraham Lincoln. 

9. Lodge, George Washington. 

10. Lodge, Alexander Hamilton. 

11. Lodge, Daniel Webster. 

12. Gay, James Madison. 

13. Schurz, Henry Clay. 

14. Von Hoist, John C. Calhoun. 

15. Jay, John Jay. 

16. Sumner, Andrew Jackson. 

Cook, Virginia, A History of the People; Houghton, Mifflin & Co., 

Boston; $1.25. 
Channing, Students' History of the U. S. ; Macmillan Co., Chicago; 

$1.40. 
Channing, United States History; Macmillan; $1.40. 
Doyle, English Colonies, 3 vols. ;' Henry Holt; $10.50. 
Eggleston, The Beginners of a Nation; Appleton & Co., Chicago; $1.50. 
Epochs of American History, 3 vols; $1.25 per vol; Longmans, New 

York. 

1. Thwaites, The Colonies. 

2. Hart, Formiation of the Union. 

3. Wilson, Division and Reunion. 

Flickinger, Civil Government; D. C. Heath, Chicago; $1.00. 

Fiske's Works; Houghton, Mifflin & Co., Boston. 

Fiske, The Discovery of America, 2 vols. ; $4.00. 

Fiske, Old Virginia and Her Neighbors, 2 vols. ; $4.00. 

Fiske, The Beginnings of New England, $2.00. 

Fiske, The Dutch and Quaker Colonies in America, 2 vols. ; $4.00. 

Fiske, The American Revolution, 2 vols; $4.00. 

Fiske, The Critical Period of American History; $2.00. 



184 

Fiske, The War of Independence ; 40 cents. 
Hinsdale, The Old Northwest; Silver, Burdett, Chicago; $1.75. 
Hinsdale, The American Government; Werner Co., Chicago; $1.25. 
Hinsdale, How to Studv and Teach History; Appleton, New York; 

$1.50. 
Hart, American History Told by Contemporaries; Macmillan & Co.; 

4 vols. ; $8.00. 
Harper, Cyclopedia of United States History; Harper; 10 vols; $41.00. 
Johnston, High School History of the United States; Henry Holt, New 

York; $1.25. 
Johnston, American Orations; Woodburn edition; Putnam; 4 vols.; 

$1.25 per vol. 
Lodge, A Short History of the English Colonies in America; Harper, 

New York; $3.00." 
Lecky, American Revolution, edited by Woodburn; Appleton, New 

York; $1.50. 
MacDonald, Documents of the United States History; Macmillan; 

$2.25. 
McMaster, School History of the U. S. ; American Book Co., Chicago; 

$1.00. 
McMaster, History of the People of the U. S. ; Houghton; 5 vols; $2.50 

per vol. 
McLaughlin, History of the American Nation; Appleton, New York; 

$1:40. 
Montgomery, Leading Facts of Am. Hist. ; Ginn & Co., Chicago; $1.00. 
Montgomery, Students' American History; $1.40. 
Montgomery, Leading Facts in Eng. Hist. ; $1.00. 
Old South Leaflets; Old South Church Co. ; 5 cents per copy. 
Roosevelt, Winning the West; Putnam; 4 vols. ; $10.00. 
Schouler (Skool-er) , History of the U. S. Under the Const. ; 6 vols. ; 

$13.50; Dodd, Mead & Co., New York. 
Stanwood, History of the Presidency; Houghton; $2.50. 
Sheldon, American History; Heath; $1.12. 
Thorpe, The Government of the People of the U. S. ; Eldridge & Brc, 

Philadelphia; $1.00. 
Thomas, A History of the U. S. (Rewritten) ; Heath; $1.00. 
Taussig. A History of the Tariff; Putnam; $1.25. 
Terry, History of England; Scott-Foresman, Chicago; $1.50. 

Maps and Charts. 

A good wall map, publivshed by the U. S. Land Office, showing acces- 
sions of territory; $1.25. Address, Director of the Land Office, 
Washington, D. "C. 

Weather Maps. 

Townsend MacConn, Historical Chart; Silver, Burdett & Co. ; $15.00. 

MacConn, Historical Geog. of the U. S: ; $1.50. 

McKinley, Outhne Maps; 1 cent each; The McKinley Pub. Co., Phila- 
delphia. 

Lewis's Outline Maps (in preparation) ; A. Flanagan & Co. 



185 

Books Recommended for a Reference Library 
in American History. 

The Smallest List. 

Two or more copies each of the following: 

McLaughlin, History of the American Nation; Channing, A 
Student's History; The Epochs of American History; 3 vols. 
Flickinger, Civil Government; Montgomery, Leading Facts in 
English History; Side-lights on American History. 
A Small Working Library. 
List number one, and the following: 

Channing, History of the United States; Montgomery, Students 
History; McMaster, School Text; Thomas, A History of the 
United States (new edition); Sheldon, American History; John- 
ston, High School History. 

All High School Histories, as they appear; Hinsdale, Civil Gov- 
ernment; Fiske, War of Independence; Lodge, A Short History 
of the English Colonies; MacDonald, Select Documents. 
Foster, A Century of American Diplomacy. 
A Longer and More Helpful List. 
Two or more copies each of the following: 

Lists one and two; The American History Series, 6 vols. ; Hart, 
American History Told by Contemporaries, 4 vols. 

Fiske, The Beginning of New England; Fiske, Old Virginia and 
Her Neighbors; Fiske, The Dutch and Quaker Colonies, 2 vols.; 
Old South Leaflets (a few of the most helpful) ; American History 
Leaflets; Roosevelt, Winning the West; Stanwood, History of the 
Presidency; Lecky, American Revolution (edited by Woodburn) ; 
Eggleston, The Beginners of a Nation; Terry, History of England; 
American Statesmen Seres (a few of the more important) ; Hins- 
dale, The Old Northwest; Rhodes, History of the United States, 
4 vols. 
A Very Excellent Working Library. 

All the books given in this manual may be had from A. Flanagan 
Co., Chicago. Write for prices of those wanted. It will save 
you time and annoyance to order all from one house. 



Trips About the Farm 

^ or, Life on the Farm ^ 

AN ENTERTAINING AND INSTRUCTIVE READER 

IT tells about how the soil is made and destroyed ; how the 
soil breathes and drinks, what makes it fertile and what keeps 
it productive. It also explains how plants feed and grow 
and are distributed over the earth, and gives interesting informa- 
tion about leaves and seeds. The usefulness of groves and 
FORESTS, and the cultivation, characteristics and benefits of 
TREES receive a share of attention. Then we are told all about 
the periods of insect life, how insects aid plant life, and about 
harmful insects. The lives of birds, their usefulness, their beauty, 
and their habits are set forth, as well as a great many curious and 
valuable facts about the bacteria that the papers tell us 
so much about. 

This brig-ht volume is by Prof. Hiram H. Shepakd, of the Chicago 
Normal School. It is bound in neat cloth, contains lb6 pages, and contains 
a large number of attractive illustrations. Price, 50 cents. 

Household Stories 

FOR THE SMALLEST READERS 

SOME OF THE DELIGHTFUL STORIES: 
The LiTTiiE Red Hei7 The Battle of the Beasts 

The Three Goats The Story of Chicken- Little 

IiIttle KiiiTG Wren- The First Christmas Tree 

The Three Pigs The Coming of the Prince 

The Three Bears The Anxious Little Leaf 

The Town Musicians The Chimera and Pagastts 
The Wise Fairy Orpheus. The Charming Singer 

The Golden Fleece Europa; Phaethon; Perseus, kto. 

FULL OF ILLUSTRATIONS THAT PLEASE CHILDREN 
This charming volume is by Anna Klingensmith, the author of Norse 
Gods and Heroes. Cloth. 176 pages. Price, 35 cents. 

Wretched Flea Chinese boy 

THE quaint custom in China of attempting to fool evil spirits 
is shown by the peculiar name of the boy whose life is so 
entertainingly written by Mary Muller, the author of 
''Little People of the Snow:' Many of the numerous illustrations 
are photographed from life. 

How Flea Got His Name Flea Goes to School 

Some of Flea's Games Flea-'s Tea Farm 

The Choosing of Flea's TVife The Embassador s Dinner 
Stories Flea's Mother Told Flea Takes the Degrees 

ARE TITLES OF SOME OF THE CHAPTERS 
Cloth. 160 pages. Numerous illustrations. Price, 35 cents. 



"HISTOnV OWES ITS EXCELLENCE MORETO THE WRITER'S MANNI» 
HAN TO THE MATERIALS OF WHICH IT IS COMPOSED.— GOLDS/W/TH. ' 

Gibson's School History of the 
United States. 



PLAN OF THE BOOK. 

This book is arranged with the view of aiding the student in breaking 
awaj' from the habit of studjdng the printed page rather than the thought 
expressed by it. This is done by — 

I. The Topical Arrangement of Matter. 

The chain of events, logically and geographically associated, has 
been followed to a conclusion, regardless of contemporary events in 
other places. 

II. A Large Use of Maps and Charts. 

As matters of historic interest occur on the earth locality be- 
comes an essential element in the study of history. 

in. Historic Parallel Readings. 

The mind demands more than a bare statement of facts. With 
this in mind we have suggested the parallel readings in order to hold 
the student longer to each topic under discussion. 

IV. Associating Pure Literature Bearing upon Subjects 
Kindred to That Under Consideration. 

V. Historic Geography. 

The study of the earth as the home of man in all his ac*''vities 
and relations to its teeming life, is of infinite value and pleasure. 

VI. Elementary Civics. 

History and Civics are logically and chronologically associated. 
They sprung from the same fountain and must ever flow onward 
together. 

VII. There is Correlation of the Subjects Literature, 

Geography and Civics in Every Chapter. 

The book contains 56 Maps and Charts, 18 full page Half-Tone En- 
gravings — besides many smaller ones. All the Presidents, the leading 
Poets and other noted persons are shov/n in the beautiful Half-Ton' 
Engravings. Cloth, 510 Pages. List, |1.00; Examination Copy, SOc. 



Aids in the Teachin; 
and Study of 

lilstory 

By 5. LAURA ENSIGN, A. M., 

Formerly Prof, of History, Civics and Geography 
in the State Normal School, Cedar Falls, Iowa. 
Now in Girls' Latin School, Baltimore, Md. 



OUTLINES, SKETCHES AND TABLES IN U. 5. HISTORY. 

By S. Laura Ensign. Eighty-three thousand copies of this work have 
been sold. More teachers of U. S. History use this book than all others 
combined. It is used also by many pupils in all parts of the country. 

Price, 25 cents; $2.40 per dozen. 

AN OUTLINE AND NOTE BOOK IN U. S. HISTORY. 

For the use oj Pupils. Manila Binding. Thirty-seventh thousand. 96 
pages, 25c. 

ENS1GN*S OUTLINES IN ANCIENT, MEDIEVAL AND MODERN 

HISTORY. 

These outlines are prepared for the use of teachers and pupils 
pursuing the study of history by the topical method. An attempt has been 
made to put a good deal of information in the terse statements, especially 
on points not apt to be given in text books. The outlines are adapted to 
any text or reference books to which the pupils may have access. At the 
close of a country or century, lists of reference books are given, to which 
the author has made frequent reference in the preparation of the outlines. 
Contains 260 pages of outlines, notes, maps, all difficult names respelled or 
diacritically marked, also 80 pages blank through the book for notes. 

Price, cloth, 75 cents. 



A. FLANAQAN COMPANY, 

268 Wabash Ave., Chicago. 



NOV 5 ?902 



A Young' Man's 

Pr oblem s 

CONTENTS 

©6e R^estless Years— Or, The Problem of a Pursuit in Life, 

^he College "Widoiv— Or, The Problem of an Insincere Friend* 

Having a Ptirpose— Or, The Problem of Concentrated Effort. 

'Uhe Valtie o/ HealtH— Or, The Problem of Vital Force. 

TKrotJigK Dotibt to FaitH— Or» The Problem of a Tnist 
Betrayed. 

Conduct Toward "Woman— Or, The Problem of Self Restraint. 

Doing' As OtHers Do— Or, The Probkm of Self Respect. 

Self Control— Or, The Problem of Resisting Temptation. 

©6e Valtie o/" An education— Or, The Problem of Trained 
Powers. 

A Good Name— Or, The Problem of a Clean Record. 

Self Approval vs. Money— Or, The Problem of Fair Dealing. 

CHoosing' His Life "WorR— Or, The Problem of One's Busi- 
ness Bent. 

A W^oman After His Own Heart— Or, The Problem of a 
Happy Marriage. 

©6c Supreme Aim— Or, The Problem of the Right Standard. 

These are some of the problems of intense interest that the author brings into talks 
between two young men. The style is entertaining throughout. There is nothing 
dull or prosy anywhere. 

^j/ Lorenzo Carson McLeod. - Cloth. 148 pages. Price, 30 cents. 

' Q 



A. FLANAGAN CO., Publishers, 
266.268 Wabash Ave.. ^ ^ CHICAGO 



. •^r£;«;5vK«s»>*'.. O 


















<l1°^ 








vj** ^'^ "%, ''^^S* <• 

qV , o - 9 - '^ 



^oV^ 



^^ 



> «? ^ • ©lis * A V 

















l-Ji "vtirtlUls, 



